协同论视域下的Ｕ-Ｓ-Ａ 校本课程合作开发案例研究

运用协同论的系统开放性、序参量和自组织原理，构建大学、中小学和教育行政部门（Ｕ-Ｓ-Ａ）校本课程 合作开发的理论模型，运用案例研究法，由１位大学研究者与９位硕士生、２个区域的课程主管和１１所中小学的课 程主任、教师组成课程开发团队，结果发现：ＵＳＡ 协同课程开发的需求诊断、理论学习和实践改善活动可以起到 促进协同主体共赢的效果，学校课程系统的开放性、大学研究者的课程知识支持和区域课程主管的协调作用以及 学校课程的自组织运行是学校课程从无序走向有序的关键因素。

With some basic synergetic principles including openness， order parameter ， and self-organization， the study constructed a theoretical model of school=based curriculum co-developed among university ， school and administration departments. The author conducted a case study on a collaborative curriculum development model composed of a university researcher， nine postgraduate students， two curriculum directors in two region and 11 primary and secondary school curriculum directors and teachers. The results show that curriculum needs diagnosis ， theoretical study， and curriculum improvement can promote the win-win effect of collaborative body. The openness of school curriculum system ， researchers' support for curriculum knowledge， regional curriculum directors'coordinating role and the self organization operation of the school curriculum are the key factors for the school curriculum to change to change from being disorderly to being orderly.