略论“新基础教育”研究之路的若干特征

On the Characteristics of “New Basic Education” Study

十五年的“新基础教育”研究，为素质教育深化研究提供了经验与成果。它创生了“深度介入”的新研究方式，以改革要解决的问题重心为标志，经历了探索性、发展性、成型性三大阶段。它形成了推进改革的策略系列，包括整体策划与分段实施相结合、日常实践持续开展与关键节点集中交流相结合、重点突破和梯度放大相结合。它建构了“推进型评价”的理论与方法。评价以推进改革发展为目标，对项目的系统设计以整体性和结构性为特征；评价过程是改革研究的有机组成，是华东师大理论研究人员对研究不断清晰、反思和进一步发展策划的过程。

Fifteen years of “New Basic Education” study provided some experience and achievements for deepening of quality education. It has created new study approach called “deep involvement”, and marked the problems to be solved in the reform, it has undergone three phases, i.e. exploratory research, developmental research and formability research. It has formed a series of strategies to promote reform, including the overall planning combined with implementation in phases, ongoing daily practice combined with concentrated communication on key nodes, and “major breakthroughs” combined with gradient amplifier. It is constructed of theory and methods of “promoting evaluation”. With the goal of promoting reform, the project design of evaluation is characteristic of holistic and structural; evaluation process is the organic composition of reform study, and it promote the theory researchers of East China Normal University to be ever-clearer, make reflection and further planning of development to the reform.