学校课程实施协同主体建构研究——协同论的视角  

Study on the Construction of Cooperative Subject in School Curriculum Implementation——From the Perspective of Synergetic Theory

作　　者：白洁 于泽元[2] Bai Jie;Yu Zeyuan

机构地区：[1]西南大学教育学部,重庆400715 [2]西南大学中国基础教育质量监测协同创新中心西南大学分中心,重庆400715

出　　处：《国家教育行政学院学报》2020年第5期76-81,共6页Journal of National Academy of Education Administration

基　　金：国家教育科学规划课题“义务教育课程实施效果评估的指标体系和指数研究”(BHA160157)。

摘　　要：学校课程实施主体是影响课程实施质量的重要因素,亦是教学理论研究中相对滞后的领域。当前,学校课程实施中普遍存在着对目标愿景认识不清、对主体发展变化认知不足、对主体间矛盾冲突化解不力等问题。本研究基于协同论基本原理,系统阐释了以共同目标愿景为学校发展的"序参量"、以支配原理实现对主体发展的科学认知、以自组织整体效应实现矛盾冲突化解的课程实施协同主体建构策略。这种研究有效深化了对教学改革的理论思考和实践分析,从而为学校推进课程变革和提升课堂质量提供了新的理论支持。The main body of school curriculum implementation is an important factor affecting the quality of curriculum implementation,and it is also a relatively lagging field in teaching theory research.At present,there are many problems in the implementation of school curriculum,such as unclear understanding of the goal and vision,insufficient understanding of the development and change of subjects,and weak resolution of conflicts among subjects.Based on the basic principle of synergetic theory,this study systematically explains the strategies of curriculum implementation of synergetic subject construction,which take the common goal and vision as the order parameter of school development,realize the scientific cognition of subject development by the dominant principle,and realize the contradiction and conflict resolution by the self-organizing overall effect.This research effectively deepens the theoretical thinking and practical analysis of the teaching reform,thus providing new theoretical support for the school to promote the curriculum reform and improve the classroom quality.

关 键 词：课程实施 协同主体 建构策略 

分 类 号：G642.3[文化科学—高等教育学]