本文選題：課程異變 + 教科書建構(gòu)��； 參考：《華東師范大學(xué)》2008年博士論文

【摘要】： 在教育變革的實(shí)踐中,改革的結(jié)果總是與改革啟動者美好的初衷相背離,我們將這種現(xiàn)象稱為課程異變。這一問題成為許多改革者和研究者心中的夢魘,困擾著教育改革前進(jìn)的步伐。本文試用課程社會學(xué)的方法,以上海二期課改為主要對象,分析教科書的建構(gòu)系統(tǒng)中的結(jié)構(gòu)與行動者,以及影響結(jié)構(gòu)變遷及行動者行動的資源和規(guī)則,以揭示教科書建構(gòu)的內(nèi)在機(jī)理和影響因素,探明課程異變的原因,求解控制和消解課程異變的實(shí)踐策略。 論文研究分為六部分: 第1章主要對上海二期課改教科書建構(gòu)系統(tǒng)進(jìn)行分析,以揭示教科書建構(gòu)行動的基本框架。在課程改革的復(fù)雜系統(tǒng)中,教科書聯(lián)接課程研制和課程實(shí)施兩大子系統(tǒng),是影響課程異變的最重要因素之一。教科書的建構(gòu)系統(tǒng)涉及多個行動者,以上海為例,主要包括上海市中小學(xué)(幼兒園)課程改革委員會及辦公室、上海市教委教研室、教材編寫組、審查組、出版社、印刷廠、新華書店、新聞媒體、培訓(xùn)者、評價者、教師、家長和學(xué)生等。在教科書建構(gòu)系統(tǒng)的三大場域——課程改革的動力場、教科書的建構(gòu)場和教科書的應(yīng)用場中,行動者主要按照政府部門制定的規(guī)則展開行動。 第2章主要對課程方案與課程標(biāo)準(zhǔn)制定過程進(jìn)行分析,以揭示教科書建構(gòu)的最高法規(guī)——課程方案和課程標(biāo)準(zhǔn)的形成機(jī)制。作為官方知識的綱領(lǐng)性文本,課程方案與課程標(biāo)準(zhǔn)規(guī)定著教育知識的“最高法規(guī)”。在上海二期課改的實(shí)踐中,二者的制定過程同步互動,具有同質(zhì)性。由于改革啟動者與方案或標(biāo)準(zhǔn)的制定者存在不同的價值取向(前者任務(wù)取向,后者是經(jīng)驗(yàn)取向),在實(shí)踐中兩種價值取向相互博弈,使得最終的文本與改革者的初衷發(fā)生一定程度的偏越。制定文本的專家團(tuán)隊常借助于教育理論,通過對課程方案和課程標(biāo)準(zhǔn)的理論化建構(gòu)完成政府改革意圖的教育轉(zhuǎn)化,但這一建構(gòu)本身在指導(dǎo)改革實(shí)踐時常存在被誤讀的風(fēng)險。 第3章主要對對教科書編寫及審查過程的進(jìn)行分析,以揭示教科書知識選擇與組織的基本規(guī)律。作為特定教育制度中的國家產(chǎn)品,教科書具有“制度文化”和“法定知識”的性質(zhì),其生產(chǎn)過程兼具文化生產(chǎn)及類工藝學(xué)的雙重特點(diǎn)。以上海二期課改為例,我國現(xiàn)階段教科書編寫至少受到三種力量的影響:以主編為首的教科書編寫組、教科書審查組和教科書編輯。他們分別位居教科書生產(chǎn)的三個環(huán)節(jié),從各自的經(jīng)驗(yàn)出發(fā),發(fā)展出一套各自的行動準(zhǔn)則,建構(gòu)各自心目中理想的教科書。教科書,常常是三股力量綜合影響的結(jié)果。因此,以“制度文化”、“法定知識”的形式而呈現(xiàn)的教科書的內(nèi)容,可能實(shí)際上帶有一些“非制度的”、“非法定的”的成分。這也即教科書層面的課程異變。 第4章主要對教科書選用過程與機(jī)制進(jìn)行分析,以揭示教科書選擇的過程及影響因素。教科書的選擇是教科書價值實(shí)現(xiàn)的重要環(huán)節(jié),會反向作用于教科書的建構(gòu)行動。誰來選擇教科書?如何選擇教科書?在我國課改的進(jìn)程中,從社會學(xué)分析的角度,這兩個問題實(shí)際上可合二為一:誰的偏好(或利益)更有價值?學(xué)生、家長、教師、學(xué)校、教研員、出版社、教育部、地方教育行政部門,還是地方利益集團(tuán)?政府為學(xué)生和學(xué)校實(shí)現(xiàn)教科書的選擇權(quán)而精心設(shè)計了一套代理選擇制度,并試圖以種種政策平衡各利益主體之間的關(guān)系,但結(jié)果卻導(dǎo)致學(xué)生失去了對優(yōu)質(zhì)教科書的選擇權(quán),最終加劇了教育的不平等。這是一個典型的教科書選擇的悖論。 第5章主要對對媒體互動中的教科書事件進(jìn)行分析,以揭示教科書建構(gòu)系統(tǒng)與社會系統(tǒng)互動的媒體機(jī)制。教科書的建構(gòu)是一個開放系統(tǒng):一方面,教科書的行動者也通過媒體宣傳改革的理念和教科書特點(diǎn),謀求社會力量的認(rèn)同和支持:另一方面,各種社會力量主要通過媒體表達(dá)立場和觀點(diǎn),對教科書建構(gòu)施加影響。由于媒體的介入,教科書也更加成為社會建構(gòu)的產(chǎn)物,是各種社會力量綜合影響的結(jié)果。在上海二期課改的進(jìn)程中,這兩種力量交互影響,以媒體互動的形式作用于教科書的建構(gòu)行動。在媒體影響下的二期課改,有些時候會左右搖擺,偏離改革者的初衷。 第6章主要從教師動員的角度分析課程異變的影響因素,以揭示動員教師參與教科書建構(gòu)的路徑及策略。本章以教師動員為切入點(diǎn),按照路徑的不同將教師動員分為三種類型——傳播動員、競爭動員、參與動員。其中,傳播動員指國家利用行政力量,通過傳播媒介,把專家理想形態(tài)的課程轉(zhuǎn)化為教師實(shí)踐形態(tài)的課程;競爭動員指通過確立課程改革的價值標(biāo)準(zhǔn),培育競爭環(huán)境,制定競爭規(guī)則,實(shí)施價值判斷,從而實(shí)現(xiàn)對教師的創(chuàng)新激勵;參與動員指通過課程改革與教師的專業(yè)發(fā)展的有機(jī)結(jié)合,實(shí)現(xiàn)教師專業(yè)能力的持續(xù)發(fā)展與課程持續(xù)創(chuàng)新之間的雙贏。據(jù)此,考察影響教師參與教科書實(shí)踐及課程改革的各種變量,提出教師動員的合作動力型路徑,以期在教科書的實(shí)踐層面最大程度地控制和消解課程異變。 通過對教科書建構(gòu)系統(tǒng)的考察,我們認(rèn)為課程異變的發(fā)生是課程改革系統(tǒng)內(nèi)不同行動者與所處的結(jié)構(gòu)之間互動的結(jié)果。在教科書建構(gòu)的各個場域,在教科書建構(gòu)的各個環(huán)節(jié),不同行動者之間的偏好(或利益)的不一致是課程異變的本質(zhì)原因。對行動者行動的規(guī)約和調(diào)整,以及對行動者所處結(jié)構(gòu)(其所處場域中的資源及規(guī)則)的合理安排和調(diào)控是控制和消減課程異變的根本方法。
[Abstract]:In the practice of educational reform, the result of the reform is always deviating from the good original intention of the reform initiator. We call this phenomenon a course change. This problem has become a nightmare in the heart of many reformers and researchers, and has plagued the pace of the advance of educational reform. This paper tries to change the two courses of the curriculum in Shanghai to the main course. The object is to analyze the structure and actors in the construction system of the textbook, as well as the resources and rules that affect the changes of the structure and the action of the actors, in order to reveal the internal mechanism and influence factors of the textbook construction, to find out the reasons for the changes in the curriculum, and to solve the practical strategies for controlling and eliminating the changes in the curriculum.
The research of this paper is divided into six parts:
The first chapter mainly analyzes the construction system of curriculum reform textbooks for the two period of Shanghai, in order to reveal the basic framework of the textbook construction action. In the complex system of curriculum reform, the two subsystems of curriculum development and the implementation of the curriculum are the most important factors affecting the curriculum change. The construction system of the textbook involves many actors, Taking Shanghai as an example, it mainly includes the curriculum reform committee and the office of the Shanghai primary and secondary school (kindergarten), the teaching and research room of the Shanghai Municipal Education Committee, the textbook compiling group, the review group, the publishing house, the printing plant, the Xinhua Bookstore, the news media, the trainers, the evaluators, the teachers, the parents and the students. The three fields of the textbook construction system - the movement of the curriculum reform In the field of force field, textbook construction field and textbook application, actors act in accordance with the rules set by the government departments.
The second chapter mainly analyzes the course plan and the course standard formulation process, in order to reveal the highest regulation of the textbook construction, the formation mechanism of the curriculum plan and the curriculum standard. As the programmatic text of the official knowledge, the curriculum plan and the curriculum standard stipulate the "most high regulations" of the education knowledge. In the practice of the two period curriculum reform in Shanghai, The formulation process of the two is simultaneous and homogeneous. Since there are different values in the reform promoter and the formulation of the scheme or standard (the former task orientation, the latter is the experience orientation), in practice, the two kinds of value orientation game each other, making the final text and the original intention of the changes to a certain extent. The expert team often uses the educational theory to construct the educational transformation of the intention of the government reform through the theoretical construction of the curriculum plan and the curriculum standard, but this construction itself often has the risk of Misreading in guiding the reform practice.
The third chapter mainly analyzes the process of textbook compilation and review to reveal the basic rules of the selection and organization of textbook knowledge. As a national product in a specific educational system, the textbook has the nature of "system culture" and "legal knowledge", and its production process has dual characteristics of cultural production and class technology. The course of the two period of the sea is taken as an example. At the present stage, the textbook compilation is at least affected by three kinds of forces: the textbook compiling group headed by the chief editor, the textbook review group and the textbook editors. They are respectively located in the three links of the textbook production. From their respective experiences, they develop a set of respective principles of action and construct their own ideals. Textbooks. Textbooks are often the result of the comprehensive influence of three forces. Therefore, the contents of textbooks, which are presented in the form of "institutional culture" and "legal knowledge", may actually have some "non institutional" and "non statutory" components. This is also the curriculum variation at the textbook Level.
The fourth chapter mainly analyzes the process and mechanism of textbook selection to reveal the process and influencing factors of textbook selection. The selection of textbooks is an important link in the realization of textbook value. It will reverse the construction action of textbooks. Who will choose textbooks and how to choose teaching books? In the course of curriculum reform in China, the sociological analysis At the point of view, the two questions can actually merge into one: whose preference (or interest) is more valuable? Students, parents, teachers, schools, faculty, publishers, education department, local education administration, or local interest groups? The government has carefully designed a set of agency selection system for students and schools to realize the choice of teaching books. It is a typical textbook choice paradox that students lose the right to select high quality textbooks and ultimately aggravate the inequality of education.
The fifth chapter mainly analyzes the textbook event in the media interaction in order to reveal the media mechanism of the interaction between the textbook construction system and the social system. The construction of the textbook is an open system. On the one hand, the actors of the textbook also seek the identity and support of the social forces through the concept of media publicity and the characteristics of the teaching books. On the one hand, all kinds of social forces exert influence on the construction of textbooks mainly through the media's position and view. Because of the intervention of the media, textbooks have become the product of social construction and the result of the comprehensive influence of various social forces. In the course of the reform of the two period of Shanghai, the two forces interact with each other in the form of media interaction. The two course reform under the influence of the media will sometimes swing and deviate from the original intention of the reformers.
The sixth chapter mainly analyzes the influence factors of curriculum changes from the perspective of teacher mobilization, in order to reveal the ways and Strategies of mobilizing teachers to participate in the construction of textbooks. This chapter takes teacher mobilization as the breakthrough point and divides teachers' mobilization into three types according to the different paths - Communication mobilization, competition actors and mobilization. Among them, communication mobilization refers to the use of the country. The administrative force, through the media, transforms the curriculum of the ideal form of the expert into the curriculum of the teacher's practical form; the competition mobilization refers to the innovation of the teachers through the establishment of the value standards of the curriculum reform, the cultivation of the competitive environment, the formulation of the rules of competition and the implementation of the value judgment, and the participation of the teachers through the curriculum reform and the teachers' specialty. The organic combination of development realizes the win-win between the continuous development of teachers' professional ability and the continuous innovation of curriculum. On this basis, it examines the various variables that affect teachers' participation in textbook practice and curriculum reform, and puts forward a cooperative dynamic path for teachers' mobilization in order to control and eliminate curriculum changes to the maximum degree in the practical level of the textbook.
Through the investigation of the textbook construction system, we think that the occurrence of the curriculum change is the result of the interaction between the different actors and the structure in the curriculum reform system. In each field of the textbook construction, the inconsistency of the different actors (or interests) is the essence of the curriculum variation in every link of the textbook construction. The reason. The regulation and adjustment of the action of the actors and the rational arrangement and regulation of the structure of the actors (the resources and rules in the field) are the fundamental ways to control and reduce the changes in the curriculum.

【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2008
【分類號】：G40

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

1 劉學(xué)梅;;大陸與香港地理教材選用的比較研究[J];地理教學(xué);2012年20期

2 傅小芳;;職業(yè)院校教材選用制度探析[J];中國職業(yè)技術(shù)教育;2012年20期

相關(guān)博士學(xué)位論文 前2條

1 方成智;艱難的規(guī)整[D];湖南師范大學(xué);2010年

2 段發(fā)明;課本革命與革命課本[D];湖南師范大學(xué);2011年

相關(guān)碩士學(xué)位論文 前4條

1 司淼;我國中小學(xué)教科書審定制度研究[D];沈陽師范大學(xué);2011年

2 于曉琴;課程的公正性研究[D];西南大學(xué);2011年

3 莊仕鵬;我國七套初中實(shí)驗(yàn)音樂教科書之內(nèi)容分析[D];華東師范大學(xué);2011年

4 劉瓊;教學(xué)內(nèi)容的異變及其控制[D];湖南科技大學(xué);2011年

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本文編號：1883171