十年新高考科目设置:模式变迁·演化动因·实践启示  

New College Entrance Examination Subject Setting in Ten Years:Model Changes,Evolutionary Motivation,and Practical Inspiration

作　　者：徐东波 XU Dongbo(School of Marxism,Southeast University,Nanjing 211189,China)

机构地区：[1]东南大学马克思主义学院/中国特色社会主义发展研究院,南京211189

出　　处：《教育学报》2024年第6期123-133,共11页Journal of Educational Studies

基　　金：江苏省教育科学规划课题“江苏省高考综合改革引导高中育人方式变革研究”(C/2022/01/28)。

摘　　要：十年来,新高考科目设置以“灵活多元”为始,试行元初方案“3+3”模式;其后不断调整完善,提倡“保底引导”,推行修正方案“3+1+2”模式;当前形成“3+3改”“3+1+2改”等多种限制模式并存且统一的科目设置样态。推动模式演化的隐性动力是“分数—升学”的竞争型高中场域与应试性惯习、“稳定—创新”的服务型政府场域与渐进性改革惯习,本土化场域下政策制定者与高中行动者寻求价值共识,达成协调互适。十年新高考留下深刻的实践启示:缓步推进选考制度改革,深度适配本土社会场域;优化政策动态调整机制,完善改革配套政策制度;强化高考外部环境治理,营造去功利化育人氛围。For the past decade,the new college entrance examination subject setting has started with“flexibility and diversity”,and the“3+3”model of the Yuanchu Plan has been implemented;Subsequently,continuous adjustments and improvements were made,advocating for“bottom line guidance”and implementing the“3+1+2”model of the revised plan;Currently,there is a unified subject setting pattern with multiple restriction modes such as“3+3 modification”and“3+1+2 modification”coexisting.The implicit driving force behind the evolution of the model is the competitive high school field of“score education”and exam-oriented habits,the service-oriented government field of“stability innovation”and progressive reform habits.In the localization field,policy makers and high school actors seek value consensus and achieve coordination and mutual adaptation.The ten-year new college entrance examination has left profound practical inspiration:slowly advancing the reform of the examination system,deeply adapting to the local social field;Optimize the dynamic adjustment mechanism of policies and improve the supporting policy system for reform;Strengthen the governance of the external environment for the college entrance examination and create a non-utilitarian educational environment.

关 键 词：新高考改革 考试科目设置 模式变迁 “应试”惯习 

分 类 号：G52[文化科学—教育学]