英国中小学“新”课程政策的价值逻辑  

Value Logic of The British “New” Curriculum Policy

作　　者：罗生全[1] 刘志慧[1] 

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《比较教育研究》2014年第3期75-79,91,共6页International and Comparative Education

摘　　要：英国遭遇的经济问题以及课程政策内部存在的价值失衡和利益博弈的困境,推动了"新"课程政策的衍生。适应时代潮流,"新"课程政策将国际比较、协商共建、公平和效率的平衡纳入其价值体系。但是,由于"新"课程政策面临的现实问题和情境的复杂性,使政策在课程逻辑、课程权力以及课程取向等诸方面存在价值冲突。为规避这些冲突,需要突破传统的二元思维模式,构建"新"课程政策价值规定的完整逻辑形式。As suffering from economic crisis, and the imbalance of value, and game of interests of curriculum policy dilemma, England began to plan a new curriculum policy. In order to suit for the trend of the times, the “new”curriculum policy introduced international comparison, collective contribution and the balance between e- quality and efficiency into it. However, for the complexity of the problems and situations in reality, there are value conflicts on curriculum logic, curriculum power, and curriculum orientation for the new curriculum policy. Avoid- ing these conflicts need to break through dualistic thinking mode, and construct integrity logic of value determina- tion for the“new” Britain curriculum policy.

关 键 词：英国 课程政策 价值逻辑 

分 类 号：G423[文化科学—课程与教学论]