教育改革“加法逻辑”的审议与批判  

The Deliberation and Criticism of the“Additive Logic”of Educational Reform

作　　者：张玲 ZHANG Ling(College of Education,Zhejiang University)

机构地区：[1]浙江大学教育学院,浙江杭州310058

出　　处：《教育理论与实践》2024年第22期58-64,共7页Theory and Practice of Education

基　　金：国家社科基金重大项目“未来学校组织形态与制度重构的理论与实践研究”(项目编号:VFA210006)的研究成果。

摘　　要：以改革来解决改革带来的问题,或将成为滋生新问题的温床,从而陷入改革的“加法逻辑”。简单割裂思维下的自我繁殖、内生动力薄弱造成的改革脱敏和疲劳效应,以及过度寻求确定性导致的“既...又...”思维是“加法逻辑”盛行的内在缘由。教育改革“加法逻辑”的消解,并不意味着马上转向“减法”逻辑,而应克服其对立思维,重构教育改革中的复杂性思维与留白思维,激活与培育教育改革主体的内生自觉,悦纳教育改革进程中的“美丽风险”。The use of reform to solve the problems brought about by reform may become a breeding ground for new problems,thus falling into the“additive logic”of reform.The self-propagation of simple fragmented thinking,the desensitisation and fatigue effect of reform caused by weak endogenous dynamics,and the excessive search for certainty that leads to the thinking of“both...and...”,these are inherent causes of the prevalence of“additive logic”.The dissolution of the“additive logic”of education reform does not mean an immediate shift to a“subtractive”logic,but rather the overcoming of oppositional thinking,the reconstruction of the thinking of complexity and white space in educational reform,the activation and cultivation of the endogenous self-consciousness of the educational reform subjects,and the accepting of the“beautiful risks”in the process of educational reform.

关 键 词：教育改革 学校变革 “加法逻辑” 复杂性思维 内生自觉 

分 类 号：G521[文化科学—教育学]