課程改革政策過程：概念化、審議、實施與評價——國際經(jīng)驗與本土案例
發(fā)布時間：2018-08-28 08:29
【摘要】： 20世紀(jì)80年代以來,世界范圍內(nèi)的系統(tǒng)的課程變革引發(fā)了政府和國家對課程改革的廣泛參與和投入,各國政府紛紛從國家層面提出相應(yīng)的課程改革政策,出臺了一系列有關(guān)課程改革的研究報告、課程改革方案、相關(guān)法律和政策文件。然而,受到課程研究歷史發(fā)展和學(xué)科規(guī)范的雙重制約,課程政策研究一直是課程研究領(lǐng)域最為薄弱的環(huán)節(jié)之一。雖然各國課程改革開展的如火如荼,但是人們對于課程改革政策是如何發(fā)生發(fā)展的,政策過程運(yùn)作遵循何種工作流程和工作機(jī)制、哪些因素影響政策過程的建構(gòu)、如何理解政策過程的內(nèi)部結(jié)構(gòu)和權(quán)力關(guān)系等一系列居于改革實踐核心的政策問題卻鮮有深入地探討,有關(guān)課程改革政策過程的基礎(chǔ)性研究極度匱乏。這不僅反映了課程研究領(lǐng)域理論研究的空缺,也顯示出了政策實踐的隨意性和經(jīng)驗主義,更進(jìn)一步加劇了政策過程的非公開性和不明晰的黑箱狀態(tài),極大地制約著課程改革政策實踐進(jìn)程。 研究通過系統(tǒng)的文獻(xiàn)研究、理論分析、比較研究和案例分析,深入課程改革政策過程的內(nèi)部流程和機(jī)制,從整合性的視角(連貫綜合地看待課程改革政策從問題概念化、到政策審議、實施和評價的一系列過程)拓展有關(guān)課程改革政策過程的一般認(rèn)識,考察課程改革政策在現(xiàn)象形態(tài)(行動準(zhǔn)則和指南)、本體特質(zhì)(權(quán)力和利益關(guān)系的政治博弈過程)和實踐特征(實踐中的變更性和發(fā)展性)等層面上的不同表現(xiàn),以顛覆傳統(tǒng)的課程改革政策觀,將改革政策過程看作是在具體情境中的生成和發(fā)展過程。 研究通過理論分析和國際經(jīng)驗的跨文化比較確立了關(guān)于政策過程分析的一般理論框架,并運(yùn)用這一階段分析框架分析我國文化背景、政治傳統(tǒng)和制度條件下課程改革政策運(yùn)作的一般流程和運(yùn)作形態(tài)。為了實質(zhì)性地探究我國課程改革的政策過程,研究深入各個關(guān)鍵的政策過程階段,依照事實分析、價值分析、規(guī)范分析的三條線索對課程改革政策過程的機(jī)構(gòu)流程、組織形態(tài)(工作方式、權(quán)力關(guān)系等)、文化特征、潛在問題進(jìn)行了深入解讀,意在深刻挖掘我國課程改革政策過程的意義內(nèi)涵。最后,為了回歸對于改革政策過程的整體性認(rèn)識,研究對改革政策過程的綜合性特征進(jìn)行再抽象,將我國課程改革政策過程理解為一個再情境化的過程、一個賦權(quán)增能的過程和一個話語斗爭的過程。 總而言之,研究依托改革政策過程的理論分析框架,對我國本土課程改革政策過程進(jìn)行了重新的經(jīng)驗分析和意義建構(gòu),深入解析政策過程在我國特殊政策場境下的運(yùn)作特征和問題。研究不僅為課程政策過程的理論研究積累了中國經(jīng)驗和知識,也針對性地提出了優(yōu)化我國課程改革政策實踐的可能設(shè)想,具有理論和實踐的雙重意義。
[Abstract]:Since 1980s, the systematic curriculum reform in the world has caused the extensive participation and investment of the government and the country in the curriculum reform. The governments of various countries have put forward the corresponding curriculum reform policies from the national level one after another. Published a series of studies on curriculum reform, curriculum reform programs, relevant laws and policy documents. However, subject to the dual constraints of the history of curriculum research and discipline norms, curriculum policy research has been one of the weakest links in the field of curriculum research. Although curriculum reform has been carried out in full swing in various countries, people are concerned about how curriculum reform policies occur and develop, what kind of work flow and work mechanism are followed in the operation of the policy process, and what factors affect the construction of the policy process. However, how to understand the internal structure and power relationship of the policy process and a series of policy issues which are at the core of the reform practice are rarely discussed in depth, and the basic research on the policy process of the curriculum reform is extremely scarce. This not only reflects the lack of theoretical research in the field of curriculum research, but also shows the randomness and empiricism of policy practice, further exacerbating the non-openness and unclear black box state of the policy process. It restricts the course of curriculum reform policy practice greatly. Through systematic literature research, theoretical analysis, comparative study and case analysis, the study goes deep into the internal process and mechanism of curriculum reform policy process, and conceptualizes curriculum reform policy from the perspective of integration (a coherent and comprehensive view of curriculum reform policy from the perspective of problem conceptualization). To a series of processes for policy review, implementation and evaluation) to broaden the general understanding of the policy process of curriculum reform, This paper examines the different manifestations of curriculum reform policies at the levels of phenomenal forms (operational guidelines and guidelines), ontological characteristics (political game process of power and interest relations) and practical characteristics (changing and developing in practice). In order to subvert the traditional policy view of curriculum reform, the process of reform policy is regarded as the process of formation and development in the concrete situation. Through theoretical analysis and cross-cultural comparison of international experience, the study has established a general theoretical framework for policy process analysis, and used this framework to analyze the cultural background of our country. The general process and operation pattern of curriculum reform policy under the political tradition and system. In order to explore the policy process of curriculum reform in China substantively, and to study the key policy process stages in depth, according to the three clues of fact analysis, value analysis and normative analysis, the institutional process of curriculum reform policy process is discussed. The organizational form (working style, power relationship, etc.), cultural characteristics and potential problems are deeply interpreted in order to excavate the meaning of the policy process of curriculum reform in China. Finally, in order to return to the holistic understanding of the reform policy process, the comprehensive characteristics of the reform policy process are further abstracted, and the curriculum reform policy process of our country is understood as a re-situational process. A process of empowerment and a process of discourse struggle. In a word, based on the theoretical analysis framework of the reform policy process, this paper makes a new empirical analysis and significance construction on the policy process of the local curriculum reform in China. Deeply analyze the characteristics and problems of the policy process in the special policy field of our country. The research not only accumulates Chinese experience and knowledge for the theoretical study of curriculum policy process, but also puts forward the possible assumption of optimizing the policy practice of curriculum reform in China, which has the dual significance of theory and practice.
【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】：2009
【分類號】：G423.07
本文編號：2208845
[Abstract]:Since 1980s, the systematic curriculum reform in the world has caused the extensive participation and investment of the government and the country in the curriculum reform. The governments of various countries have put forward the corresponding curriculum reform policies from the national level one after another. Published a series of studies on curriculum reform, curriculum reform programs, relevant laws and policy documents. However, subject to the dual constraints of the history of curriculum research and discipline norms, curriculum policy research has been one of the weakest links in the field of curriculum research. Although curriculum reform has been carried out in full swing in various countries, people are concerned about how curriculum reform policies occur and develop, what kind of work flow and work mechanism are followed in the operation of the policy process, and what factors affect the construction of the policy process. However, how to understand the internal structure and power relationship of the policy process and a series of policy issues which are at the core of the reform practice are rarely discussed in depth, and the basic research on the policy process of the curriculum reform is extremely scarce. This not only reflects the lack of theoretical research in the field of curriculum research, but also shows the randomness and empiricism of policy practice, further exacerbating the non-openness and unclear black box state of the policy process. It restricts the course of curriculum reform policy practice greatly. Through systematic literature research, theoretical analysis, comparative study and case analysis, the study goes deep into the internal process and mechanism of curriculum reform policy process, and conceptualizes curriculum reform policy from the perspective of integration (a coherent and comprehensive view of curriculum reform policy from the perspective of problem conceptualization). To a series of processes for policy review, implementation and evaluation) to broaden the general understanding of the policy process of curriculum reform, This paper examines the different manifestations of curriculum reform policies at the levels of phenomenal forms (operational guidelines and guidelines), ontological characteristics (political game process of power and interest relations) and practical characteristics (changing and developing in practice). In order to subvert the traditional policy view of curriculum reform, the process of reform policy is regarded as the process of formation and development in the concrete situation. Through theoretical analysis and cross-cultural comparison of international experience, the study has established a general theoretical framework for policy process analysis, and used this framework to analyze the cultural background of our country. The general process and operation pattern of curriculum reform policy under the political tradition and system. In order to explore the policy process of curriculum reform in China substantively, and to study the key policy process stages in depth, according to the three clues of fact analysis, value analysis and normative analysis, the institutional process of curriculum reform policy process is discussed. The organizational form (working style, power relationship, etc.), cultural characteristics and potential problems are deeply interpreted in order to excavate the meaning of the policy process of curriculum reform in China. Finally, in order to return to the holistic understanding of the reform policy process, the comprehensive characteristics of the reform policy process are further abstracted, and the curriculum reform policy process of our country is understood as a re-situational process. A process of empowerment and a process of discourse struggle. In a word, based on the theoretical analysis framework of the reform policy process, this paper makes a new empirical analysis and significance construction on the policy process of the local curriculum reform in China. Deeply analyze the characteristics and problems of the policy process in the special policy field of our country. The research not only accumulates Chinese experience and knowledge for the theoretical study of curriculum policy process, but also puts forward the possible assumption of optimizing the policy practice of curriculum reform in China, which has the dual significance of theory and practice.
【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】：2009
【分類號】：G423.07
【引證文獻(xiàn)】
相關(guān)博士學(xué)位論文 前1條
1 袁源;知識產(chǎn)權(quán)政策多維效果研究[D];中國科學(xué)技術(shù)大學(xué);2012年
相關(guān)碩士學(xué)位論文 前1條
1 祁營;浙江省新課改之社會環(huán)境研究[D];浙江師范大學(xué);2012年
，本文編號：2208845
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