课程改革政策滞后现象探析  

An Exploration to the Lags of the Policy of Curriculum Reform

作　　者：吴刚平[1] 陈华[2] 

机构地区：[1]华东师范大学课程与教学研究所,上海200062 [2]南京师范大学教育科学学院,江苏南京210097

出　　处：《湖南师范大学教育科学学报》2014年第3期46-50,57,共6页Journal of Educational Science of Hunan Normal University

基　　金：教育部哲学社会科学重大课题攻关项目"我国教育改革和发展的社会支持系统研究"[12JZD046];江苏省博士后科研资助项目"教育政策活动的滞后现象及其社会消弭机制研究"[1301130C]

摘　　要：课程改革政策的滞后已成为当前阻滞课程改革深化发展的重要原因。在现阶段,课程改革政策的供给滞后状况尤为明显。课程改革政策的供给滞后现象,无论是在指令性政策领域,还是在指导性政策领域,都有比较突出的表现。指令性政策滞后表现为督导政策滞后、奖励政策滞后和惩处政策滞后,指导性政策滞后表现为指导培训滞后、教学专业支持滞后和配套保障滞后。课程改革政策滞后是受到多方面因素的影响而形成的,其深层原因主要集中于决策模式、专业研究和利益博弈三个方面。The lags of the policy of curriculum reform have become one of the main obstacles for deepening the reform. The policies of curriculum reform supply lags especially serious in both mandatory policy and guiding policy, which are manifested by supervision policy lagging, incentive policy lagging, punishment policy lagging, training lagging, teach- ing support lagging and supporting lagging. The influence factors of policy lagging are extensive and all around, in which decision-making mode, professional research and interest game are the three underlying causes.

关 键 词：课程改革 政策滞后 指令性政策 指导性政策 

分 类 号：G423[文化科学—课程与教学论]