教育改革的逻辑:主体意图与行动路线  

The Logic of Educational Reform:Agent’s intention and action approach

作　　者：周作宇[1] ZHOU Zuoyu(Faculty of Education,BNU,Beijing 100875,China)

机构地区：[1]北京师范大学教育学部

出　　处：《北京师范大学学报（社会科学版）》2020年第1期5-29,共25页Journal of Beijing Normal University(Social Sciences)

摘　　要：在基于平行时间的视角对中美俄三个大国教育改革的历史做了梳理之后,可以总结出"情境、主体、意图、行动、结果、评价和资源"是教育改革的基本要素,"价值与信念、治理与制度、资源与机会、教学与课程、评价与督导"是教育改革的基本观察点。随着主体层次变化,教育改革的复杂性也在相应变化。教育改革是改革惯习与场域文化的集体行动。一切教育改革都需从个体惯习找到突破口,并上升到场域文化的变化。在整个过程中,与意图相关的认知因素发挥着作用,同时,集体行动中因微观政治和社会互动的存在,教育改革也表现出复杂的动力学特征。要保证教育改革的效果,需要加强对教育改革的管理和评价。在行动科学的指导下改变学习观,创建学习型组织和学习型社会,是教育改革的行动逻辑。After reviewing education reforms in China,the USA and Russia from a "parallel-time" perspective,this paper reveals that context,agent,intention,action,consequence,evaluation and resources are critical elements in educational reform,and the main focal points include value and belief,governance and institutions,access and resources,pedagogy and curriculum,assessment and supervision.The complexity of the educational reform is correlated to the agents and agencies,as the reform is regarded as the collective action to change the habitus and field,and escalates from individual habitus to collective field cultures.Besides epistemological argument and communication,political and social interactions also play critical roles.Given the dynamic nature of educational reform,management and evaluation should be taken seriously for a better effect of implementing the reform.Therefore,based on the theories of action science,the concept of learning should be changed and learning-oriented organizations and societies be built,which is the logic of educational reform.

关 键 词：教育改革 变革管理 中国教育改革 美国教育改革 俄罗斯教育改革 

分 类 号：G40[文化科学—教育学原理]