1988年至今英国中小学课程政策的价值变迁研究

发布时间：2018-04-27 13:46

本文选题：英国 + 中小学　；参考：《西南大学》2014年硕士论文

【摘要】：全球化发展态势凶猛,已经深入到社会生活的各个领域,不可避免的影响世界各国教育发展,以本土文化为基点,以国际经验为借鉴已成为各国国家课程改革的必经之路。但并不是任何一国的教育经验都可资借鉴,厘选适切的参照国家是关键。英国在1988年后,课程开始走向“国家集权化”,而在意识到由此引致的弊端后,又开始放权于学校和教师,并且试图制衡国家、地方、学校三者的权力关系。这恰恰与我国新课程改革的路向吻合,我国课程权力主要集权于国家,新课程改革就是对国家、地方以及学校三者之间课程权力的调试,在改革国家集权的同时,又避免走向另一极端。可以看出,1988年至今的英国课程改革的路向与我国新课程改革的路向存在众多相似处,通过对这一时期英国中小学课程政策的梳理可以为我国的课程改革提供有益借鉴。自1988年以来,英国历经课程政策的多次嬗变,期间尽管硕果累累、枝繁叶茂,但也历经坎坷、步履蹒跚。根据课程政策价值取向的变化,本文以时间为轴将英国中小学课程政策分为1988年至1997年、1997年至2007年、2007年至今三个阶段。课程政策并不是“价值无涉”,它以一定的价值为指导,没有价值指引的课程政策是盲目和混乱的。只有深度扫描课程政策中多元价值取向和价值选择,才能澄明课程政策的本质。由此本研究以支持英国中小学课程政策的价值取向作为旨归,但是由于价值取向具有内隐性,它需要以具体的课程政策为载体,同时,不可否认的是,任何一个时期的课程政策的产生都有与其相适应的政治、经济、社会和教育背景。因而,政策背景、政策内容、价值取向形成了研究任何一个时期课程政策的基本架构。本研究结合课程政策的政治、经济、文化和教育背景,并对课程政策内容进行深度透析以全面找准某一时期课程政策所表征的价值取向。全文共分为四个部分,导论部分主要是提出问题,在对国内外文献综述的基础上,找准本研究的立足点,构建研究理路。第二、三、四部分分别解读1988年至1997年、1997年至2007年、2007年至今的课程政策,每一时期的课程政策研究遵循从价值背景、政策内容、价值取向的逻辑结构,自然形成“形而中”、“形而下”、“形而上”的三位一体的价值问题。通过梳理发现,1988年至1997年英国中小学课程政策主要展现出新保守主义、注重效率、社会本位的价值取向,1997年至2007年英国中小学课程政策则呈现出新保守主义和新自由主义的交融、效率为主兼顾公平、社会本位和个人本位共生的价值取向,2007年至今的英国中小学课程政策趋向于新自由主义、公平为主兼顾效率和个人本位的价值选择。
[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.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G639.561

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