日本“宽松教育”何言失败？  

Why is It Inappropriate to Say that Japan's “Yutori Reform”Failed?

作　　者：沈晓敏[1,2] SHEN Xiaomin(Institute of Curriculum and Instruction,Colledge of Teacher Education,East China Nomal University,Shanghai,200062,China)

机构地区：[1]华东师范大学课程与教学研究所 [2]华东师范大学教师教育学院

出　　处：《全球教育展望》2018年第9期71-86,共16页Global Education

摘　　要：日本推行了三十多年的"宽松教育"于2016年被宣告终结,但并不意味着"宽松教育"的失败。我国对"宽松教育"的报道和分析存在诸多误区和盲点。日本存在着以儿童为本的、基于新自由主义取向的、实践中发生异变的三种"宽松教育"。"宽松教育"与学力下降的因果关系并不成立,减少课时和教学难度必然导致学力下降的观点也缺乏理论和实证的依据。"宽松教育"理念符合儿童成长发展的规律和时代发展的需要,在重考试和分数、把教育功利化的东亚文化中,给予学生自主学习、自主思考以及丰富生活体验的宽松空间具有更加特殊的意义。"宽松教育"从被期待到被终结的过程留给我们许多值得借鉴的经验教训。In 2016, Japan ended the “Yutori Reform” that had been implemented for more than 30 years, which, however, does not mean that “ Yutori Reform” had failed. There are misunderstandings and blind spots in our country＇s reporting and analysis of “Yutori Reform”. There were three types of “Yutori Reform” in Japan including child-oriented, Neoliberalism based, and practice-changing education. We note that the causal relationship could be called into question between “Yutori Reform” and the decline in academic performance. It would also be problematic that reduced class time and curriculum difficulties inevitably lead to a decline in academic performance. The “Yutori Reform” fits into children＇s growth and developmental rules as well as the developmental need of our time. In East Asian educational utilitarianism cultures that place importance on examinations and scores, it would be of special significance to give students the opportunity to study independently, think independently, and enrich life experiences. “Yutori Reform” left us with many valuable lessons from the beginning to the end.

关 键 词：宽松教育 日本教育改革 学力下降 PISA测验 生存能力 新自由主义 

分 类 号：G531.3[文化科学—教育学]