教育变革中的教科书建构

发布时间：2018-05-13 12:35

本文选题：课程异变 + 教科书建构　；参考：《华东师范大学》2008年博士论文

【摘要】： 在教育变革的实践中,改革的结果总是与改革启动者美好的初衷相背离,我们将这种现象称为课程异变。这一问题成为许多改革者和研究者心中的梦魇,困扰着教育改革前进的步伐。本文试用课程社会学的方法,以上海二期课改为主要对象,分析教科书的建构系统中的结构与行动者,以及影响结构变迁及行动者行动的资源和规则,以揭示教科书建构的内在机理和影响因素,探明课程异变的原因,求解控制和消解课程异变的实践策略。论文研究分为六部分: 第1章主要对上海二期课改教科书建构系统进行分析,以揭示教科书建构行动的基本框架。在课程改革的复杂系统中,教科书联接课程研制和课程实施两大子系统,是影响课程异变的最重要因素之一。教科书的建构系统涉及多个行动者,以上海为例,主要包括上海市中小学(幼儿园)课程改革委员会及办公室、上海市教委教研室、教材编写组、审查组、出版社、印刷厂、新华书店、新闻媒体、培训者、评价者、教师、家长和学生等。在教科书建构系统的三大场域——课程改革的动力场、教科书的建构场和教科书的应用场中,行动者主要按照政府部门制定的规则展开行动。第2章主要对课程方案与课程标准制定过程进行分析,以揭示教科书建构的最高法规——课程方案和课程标准的形成机制。作为官方知识的纲领性文本,课程方案与课程标准规定着教育知识的“最高法规”。在上海二期课改的实践中,二者的制定过程同步互动,具有同质性。由于改革启动者与方案或标准的制定者存在不同的价值取向(前者任务取向,后者是经验取向),在实践中两种价值取向相互博弈,使得最终的文本与改革者的初衷发生一定程度的偏越。制定文本的专家团队常借助于教育理论,通过对课程方案和课程标准的理论化建构完成政府改革意图的教育转化,但这一建构本身在指导改革实践时常存在被误读的风险。第3章主要对对教科书编写及审查过程的进行分析,以揭示教科书知识选择与组织的基本规律。作为特定教育制度中的国家产品,教科书具有“制度文化”和“法定知识”的性质,其生产过程兼具文化生产及类工艺学的双重特点。以上海二期课改为例,我国现阶段教科书编写至少受到三种力量的影响:以主编为首的教科书编写组、教科书审查组和教科书编辑。他们分别位居教科书生产的三个环节,从各自的经验出发,发展出一套各自的行动准则,建构各自心目中理想的教科书。教科书,常常是三股力量综合影响的结果。因此,以“制度文化”、“法定知识”的形式而呈现的教科书的内容,可能实际上带有一些“非制度的”、“非法定的”的成分。这也即教科书层面的课程异变。第4章主要对教科书选用过程与机制进行分析,以揭示教科书选择的过程及影响因素。教科书的选择是教科书价值实现的重要环节,会反向作用于教科书的建构行动。谁来选择教科书?如何选择教科书?在我国课改的进程中,从社会学分析的角度,这两个问题实际上可合二为一:谁的偏好(或利益)更有价值?学生、家长、教师、学校、教研员、出版社、教育部、地方教育行政部门,还是地方利益集团?政府为学生和学校实现教科书的选择权而精心设计了一套代理选择制度,并试图以种种政策平衡各利益主体之间的关系,但结果却导致学生失去了对优质教科书的选择权,最终加剧了教育的不平等。这是一个典型的教科书选择的悖论。第5章主要对对媒体互动中的教科书事件进行分析,以揭示教科书建构系统与社会系统互动的媒体机制。教科书的建构是一个开放系统:一方面,教科书的行动者也通过媒体宣传改革的理念和教科书特点,谋求社会力量的认同和支持:另一方面,各种社会力量主要通过媒体表达立场和观点,对教科书建构施加影响。由于媒体的介入,教科书也更加成为社会建构的产物,是各种社会力量综合影响的结果。在上海二期课改的进程中,这两种力量交互影响,以媒体互动的形式作用于教科书的建构行动。在媒体影响下的二期课改,有些时候会左右摇摆,偏离改革者的初衷。第6章主要从教师动员的角度分析课程异变的影响因素,以揭示动员教师参与教科书建构的路径及策略。本章以教师动员为切入点,按照路径的不同将教师动员分为三种类型——传播动员、竞争动员、参与动员。其中,传播动员指国家利用行政力量,通过传播媒介,把专家理想形态的课程转化为教师实践形态的课程;竞争动员指通过确立课程改革的价值标准,培育竞争环境,制定竞争规则,实施价值判断,从而实现对教师的创新激励;参与动员指通过课程改革与教师的专业发展的有机结合,实现教师专业能力的持续发展与课程持续创新之间的双赢。据此,考察影响教师参与教科书实践及课程改革的各种变量,提出教师动员的合作动力型路径,以期在教科书的实践层面最大程度地控制和消解课程异变。通过对教科书建构系统的考察,我们认为课程异变的发生是课程改革系统内不同行动者与所处的结构之间互动的结果。在教科书建构的各个场域,在教科书建构的各个环节,不同行动者之间的偏好(或利益)的不一致是课程异变的本质原因。对行动者行动的规约和调整,以及对行动者所处结构(其所处场域中的资源及规则)的合理安排和调控是控制和消减课程异变的根本方法。
[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.

【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G40

【引证文献】