引导性传统与中国课程改革

Tradition of Guidance and Curriculum Reform in China

课程改革的深化阶段,将实现四个方面的转化:即出发点由主义转向问题、摆动点由激进转向渐进、支撑点由政府转向学校、测评点由形式转向质量。这是深化课程改革的客观需要,也是此阶段的突出特点,特别是初期由政府所主导的大规模的自上而下的改革将转向以地方学校为主体的变革性实践阶段,凸显的是一种持续稳定、由局部到整体的改革理路,意味着引导性境况的呈现。而中国文化传统的根本特点在于引导性,有别于西方的认知性传统,根源由于秉持“性善”而塑造的“道”(导)的核心理念,其根本遵旨在于通过引导而达成转化与提升。因此,无论是文化自觉与价值认同,还是理论指导实践的有效性,引导性传统对于指导当前的课程改革无疑具有契合性,主要体现在四个方面:性善为本的价值认知、引导性的制度变迁、通权达变的实践策略、和合创生的根本目的。总之,用中国的智慧解决中国课程改革的问题,进而实现学校教育创新是根本出路。

At the deepening stage of curriculum reform, transformation will be achieved in four areas: the starting point shifts from doctrine to problems; the logical point shifts from radical to progressive; the support point shifts from government to school; and the evaluation point shifts from form to quality. These are not only the objective need of deepening the curriculum reform, but also the salient features of this stage. The large scale top-down reform dominated by government will shift to the stage of innovative practice dominated by local schools, which reflects a kind of reform approach emphasizing sustained stability and action from parts to the whole. This means a guiding context emerges. Furthermore, guiding is the fundamental characteristics of Chinese cultural tradition, which is different from the cognitive tradition of western culture. The core concept “Tao”(guiding) was shaped through upholding the view that “the human nature is good”. Its ultimate aim is to transform and improvement through guidance. Therefore, the tradition of guidance undoubtedly suits to the current curriculum reform with regard to either the cultural awareness and value recognition or the validity of the theory guiding the practice, which is demonstrated in four aspects: the goodness-oriented value cognition, the evolvement of the guiding system, the expedient practical strategies, and the fundamental purpose of creation harmony. In short, the fundamental solution is to use Chinese wisdom to solve the problem of curriculum reform in china and to achieve school education innovation.