本文選題：英國 + 中小學(xué)��； 參考：《西南大學(xué)》2014年碩士論文

【摘要】：全球化發(fā)展態(tài)勢兇猛,已經(jīng)深入到社會生活的各個領(lǐng)域,不可避免的影響世界各國教育發(fā)展,以本土文化為基點(diǎn),以國際經(jīng)驗(yàn)為借鑒已成為各國國家課程改革的必經(jīng)之路。但并不是任何一國的教育經(jīng)驗(yàn)都可資借鑒,厘選適切的參照國家是關(guān)鍵。英國在1988年后,課程開始走向“國家集權(quán)化”,而在意識到由此引致的弊端后,又開始放權(quán)于學(xué)校和教師,并且試圖制衡國家、地方、學(xué)校三者的權(quán)力關(guān)系。這恰恰與我國新課程改革的路向吻合,我國課程權(quán)力主要集權(quán)于國家,新課程改革就是對國家、地方以及學(xué)校三者之間課程權(quán)力的調(diào)試,在改革國家集權(quán)的同時,又避免走向另一極端�？梢钥闯�,1988年至今的英國課程改革的路向與我國新課程改革的路向存在眾多相似處,通過對這一時期英國中小學(xué)課程政策的梳理可以為我國的課程改革提供有益借鑒。 自1988年以來,英國歷經(jīng)課程政策的多次嬗變,期間盡管碩果累累、枝繁葉茂,但也歷經(jīng)坎坷、步履蹣跚。根據(jù)課程政策價值取向的變化,本文以時間為軸將英國中小學(xué)課程政策分為1988年至1997年、1997年至2007年、2007年至今三個階段。課程政策并不是“價值無涉”,它以一定的價值為指導(dǎo),沒有價值指引的課程政策是盲目和混亂的。只有深度掃描課程政策中多元價值取向和價值選擇,才能澄明課程政策的本質(zhì)。由此本研究以支持英國中小學(xué)課程政策的價值取向作為旨?xì)w,但是由于價值取向具有內(nèi)隱性,它需要以具體的課程政策為載體,同時,不可否認(rèn)的是,任何一個時期的課程政策的產(chǎn)生都有與其相適應(yīng)的政治、經(jīng)濟(jì)、社會和教育背景。因而,政策背景、政策內(nèi)容、價值取向形成了研究任何一個時期課程政策的基本架構(gòu)。本研究結(jié)合課程政策的政治、經(jīng)濟(jì)、文化和教育背景,并對課程政策內(nèi)容進(jìn)行深度透析以全面找準(zhǔn)某一時期課程政策所表征的價值取向。 全文共分為四個部分,導(dǎo)論部分主要是提出問題,在對國內(nèi)外文獻(xiàn)綜述的基礎(chǔ)上,找準(zhǔn)本研究的立足點(diǎn),構(gòu)建研究理路。第二、三、四部分分別解讀1988年至1997年、1997年至2007年、2007年至今的課程政策,每一時期的課程政策研究遵循從價值背景、政策內(nèi)容、價值取向的邏輯結(jié)構(gòu),自然形成“形而中”、“形而下”、“形而上”的三位一體的價值問題。通過梳理發(fā)現(xiàn),1988年至1997年英國中小學(xué)課程政策主要展現(xiàn)出新保守主義、注重效率、社會本位的價值取向,1997年至2007年英國中小學(xué)課程政策則呈現(xiàn)出新保守主義和新自由主義的交融、效率為主兼顧公平、社會本位和個人本位共生的價值取向,2007年至今的英國中小學(xué)課程政策趨向于新自由主義、公平為主兼顧效率和個人本位的價值選擇。
[Abstract]:Globalization is developing ferociously, and it has penetrated into every field of social life, which inevitably affects the educational development of countries all over the world. Taking the local culture as the base point and international experience as the reference, it has become the only way for national curriculum reform in various countries. But not any country's educational experience can be used for reference, the choice of appropriate reference country is the key. After 1988, the curriculum in Britain began to "centralize the state", and after realizing the disadvantages caused by it, it began to delegate power to schools and teachers, and tried to check and balance the power relations among state, place and school. This is exactly in line with the direction of the new curriculum reform in our country. The curriculum power in our country is mainly centralized in the country. The new curriculum reform is the debugging of the curriculum power between the state, the local government and the schools, while reforming the centralization of power in the country. And avoid going to the other extreme. It can be seen that there are many similarities between the direction of British curriculum reform and that of China's new curriculum reform from 1988 to present. Through combing the curriculum policy of British primary and secondary schools in this period, we can provide useful reference for our country's curriculum reform. Since 1988, Britain has undergone many changes in curriculum policy, although fruitful, luxuriant, but also bumpy, stumbling. According to the change of curriculum policy value orientation, this paper divides the curriculum policy of British primary and secondary schools into three stages from 1988 to 1997, from 1997 to 2007, from 2007 to present. Curriculum policy is not "value-free", it is guided by certain value, and curriculum policy without value guidance is blind and chaotic. The essence of curriculum policy can be clarified only by in-depth scanning of multiple value orientation and value choice in curriculum policy. Therefore, the purpose of this study is to support the value orientation of British curriculum policy in primary and secondary schools. However, because of the implicit value orientation, it needs to take the specific curriculum policy as the carrier, and it is undeniable that, Curriculum policy at any time has its own political, economic, social and educational background. Therefore, the policy background, policy content and value orientation form the basic framework of studying curriculum policy in any period. This study combines the political, economic, cultural and educational backgrounds of curriculum policy, and deeply analyzes the content of curriculum policy in order to find out the value orientation of curriculum policy in a certain period. The full text is divided into four parts, the introduction part is mainly to put forward questions, on the basis of literature review at home and abroad, find out the foothold of this study, and construct the research theory. The second, third and fourth parts respectively interpret the curriculum policy from 1988 to 1997, from 1997 to 2007, and from 2007 to present. The study of curriculum policy in each period follows the logical structure of value background, policy content and value orientation, which naturally forms "form and center". The value of the Trinity of metaphysics. Through combing, it is found that the curriculum policy of British primary and secondary schools from 1988 to 1997 mainly shows neo-conservatism and pays attention to efficiency. From 1997 to 2007, the curriculum policy of British primary and secondary schools showed a combination of neo-conservatism and neoliberalism. From 2007 to now, the curriculum policy of British primary and secondary schools tends to be neoliberal, with fairness as the main value choice between efficiency and individualism.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G639.561

【參考文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 姬振旗;20世紀(jì)80年代以來英國中小學(xué)公民教育研究[D];河北師范大學(xué);2009年

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本文編號：1810975