从博弈到协同:“二战”后英美国家教育变革中教师专业、国家、市场三者关系的演变及趋势  

From Competition to Cooperation: the Evolving Relationship among the State,Market and Teacher Profession in education reform of Anglo-American Countries in Post-War Era

作　　者：叶菊艳[1] 

机构地区：[1]教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心,北京100875

出　　处：《比较教育研究》2014年第3期37-43,共7页International and Comparative Education

基　　金：教育部普通高校人文社科重点研究基地重大项目"小学教师专业发展的理论与实践研究"(编号:11JJD880038)的研究成果

摘　　要：本文尝试从教师专业、国家和市场三者关系变化的角度来观察英美国家"二战"以来的教育变革,认为英美"二战"后的教育变革实践由教师专业、国家和市场三者相互博弈逐渐转向建立合作关系,以形成共赢局面。其中,建立机制,积极信任教师,关注教师的生活世界和主观意义世界,充分发挥教师作为"变革能动者"的创造性和自主性,是实现教育革新可持续性及共赢关系的关键点。这也是对我国当前进行教育变革的启示。This paper tries to delineate the education reform trends in Anglo-American countries after WoAd War Ⅱ through the lens of changing relationship among the teacher profession, state and market. It holds the view that the three stakeholders＇relations were gradually turning from a“zero-sum game” relationship to a win-win co- operation relationship. They gradually reached a consensus that in order to build win-win situation and sustain e- ducational innovation, an institution should be established to actively trust teachers and care about teachers＇ life world and subjective meaning woad, give full play to teachers＇ creativity and autonomy. This consensus could also provide implication for the education reform in current China.

关 键 词：协同 教师专业 国家 市场三者关系 教育变革 英美 

分 类 号：G40[文化科学—教育学原理]