奔走在迷津中的课程改革

The Curriculum Reform Running in Mazes

本文首先从历史视角分析了1949年以来中国八次课程改革的主要内容,以及这种始终自上而下行政推进的精英决策模式的特点;其次针对第8次课改,提出关于时代挑战、教育目标刻画、人的学习机制分析和知识价值的思考乃是构成一项课程改革的理性基础和出发点,而新课程并没有给出这样的坚实思考;第三,从国际视野分析了新课枉方案在核心理念及课程目标解释等方面的框架性缺失;第四,针对新课程标志性的四项改革举措,分别论证其实践基础的脆弱和不同理论前提的内在冲突,认为看似宏大的新斌程计划其实建立在一片流沙之上;最后,本文主张重新审视课程改革的必要性,强调转向学生的深度学习和建立教育改革的问责制,并进一步提出改革的伦理取向在于从“信念伦理”走向“责任伦理”。

This paper first analyzes historically the main contents of seven rounds of curriculum reforms in China since 1949, and indicates that those reforms follow an elite decision-making mode, which are top-down and implemented administratively. Second, the paper points out that the eighth curriculum reform should have started but it did not start from responding to challenges of times, characterizing education goals, analyzing human learning mechanisms, and thinking of values of knowledge, all of which constitute the foundation of a curriculum reform. Third, this paper analyzes the new curriculum plan from an international perspective, and points out that this plan missed several key components such as its core ideas and the interpretation of the curriculum goals. Fourth, focusing on four featured measures of the new curriculum reform, this paper demonstrates that their practical basis is weak and there exist internal conflicts among their theoretical bases. In this sense, this paper argues that this seemingly ambitious new curriculum plan is actually built on quicksand. Finally, this paper advocates that it is necessary to rethink the curriculum reform, emphasizes that the reform should shift its focus to studeats' deep learning and the establishment of its accountability system, and further puts forward the idea that the ethical orientation of the reform should be from the “conviction ethics” to “responsibility ethics".