【作者】 何珊云；

【导师】 崔允漷；

【作者基本信息】 华东师范大学 ， 课程与教学论， 2012， 博士

【摘要】 如何创新、优化基础教育领域现有的决策管理体系与功能,发展多元主体协作处理教育改革与发展问题的“教育公共治理”体系,是近年来教育决策层与理论界共同关心的前沿议题。课程改革作为基础教育领域的“核心工程”,同样需要革新、完善现有的决策及管理体系与机制。关于这一点,课程理论界已形成两大思路：一是由省级政府乃至国家直接出面架构级别更高的课程领导机制,二是争取社会力量的支持,“向社会分权”。本文在此基础上提出,从课程改革的实际情况来看,需要将这两大思路融合起来,开创“国家主导、社会参与”的课程改革治理格局,而发展这一格局的突破口在于能否找到“具体的社会力量”,它们确实可以发挥积极的课程改革治理功能。由此,本文首先从治理理论出发,分析了当前所面临的课程改革治理重任,以及国家为何需要引入社会力量。然后本文提出,近十年来已在基础教育领域扮演重要角色、但却被课程决策层及理论界忽视的民间公益组织正是值得争取的“具体的社会力量”,深入考察民间公益组织的所作所为,能为发展新的课程改革治理机制,开创“国家主导、社会参与”的课程改革治理格局,找到一条切实可行的路径。为此,本文选择了中国青少年发展基金会、21世纪教育研究院、南都公益基金会、真爱梦想基金会、百年职校等四类当前发展最成熟的民间公益组织作为研究对象,并依靠问题建构论、社会资本、关系网络等理论工具,对民间公益组织到底做了哪些对课程改革治理有益的事情,做了初步分析。从中可以看出,通过发挥自己的资源整合能力、社会资本及关系网络,依靠合理把握国家基础教育动向与公众普遍关心的教育议题,民间公益组织不仅开拓了相当广阔的课程改革参与空间,而且建构了四大主要的参与领域,每个领域都采取了富有成效的参与行动。立足民间公益组织的所作所为,本文提出,民间公益组织建构的诸多问题解决领域及其行动,如地方教育制度创新、多重力量的动员与关系协调、课程改革治理绩效的民间评价与监督等,涉足了国家现有课程决策与管理体系难以有效应对的问题领域,其行动可以弥补国家现有课程决策及管理体系的治理机制缺失。因此只要重视民间公益组织的所作所为及其积极的课程改革治理功能,将其引入国家现有课程决策与管理体系,便可以获得诸多课程改革治理新机制,为开创“国家主导、社会参与”的课程改革治理格局奠定基础。最后本文认为,在正式引入民间公益组织之前,国家及民间公益组织仍需采取调整与优化措施,使民间公益组织成为结构更健全、更能发挥其积极功能的课程改革治理新机制。更多还原

【Abstract】 In the latest agenda of the central authority and academic research community, one of the most demanding issues of educational policy and management reform is how to reconstruct the existed policy making and management system, and to develop public educational governance system composed of multi-agencies. As the key project of the national educational reform, the new curriculum reform has also witnessed the same demanding of policy and management system reconstruction. With regard to this problem, the curriculum theorists have put forward two strategies:One is to request the provincial and even the central government to found leading mechanism of higher level, the other is to seek for the support from the social power. This article argues that these two strategies should be integrated well, so as to develop "state led, society participated" curriculum reform governance system. The most crucial issue is thus to find the real social power which can play positive and effective role in curriculum reform governance.Based on the theory of governance, this article first analyzed why the social agencies should be adopted to bear the heavy burden of national curriculum reform governance. Then the article argues that the non-profit organizations(NPO), which has played significant role in the national curriculum reform, but overlooked by the policy makers and theorists, is the real social agencies or power deserving of being adopted. This means that if the contributions of the NPOs in recent ten years have been carefully studied, one can find an effective way to develop new curriculum reform mechanisms, and to build "state led, society participated" curriculum reform governance system.To figure out the effective NPO oriented way, the author selects Chinese Youth Development Foundation, The21st Century Educational Institute, Narada Foundation, The Cherished Dreams Foundation, Bainian Vocational School, as the sample NPOs. With the conceptual tools of issue constructing, social capital and networks in the research field of new social movement, this article gives a comprehensive explanation about what the NPOs have done for the national curriculum reform in recent ten years. It reveals that, through exerting themselves’abilities of resource mobilization, social capital and networks, as well as flexible understanding about the national educational policies and the issues widely concerned by the public, the NPOs not only have carved out capacious participating space in the national curriculum reform, but also built up four major fields in which they have taken many kinds of effective actions.The author argues, based on the knowledge of the NPOs’contributions, that many of the fields and actions of the NPOs, such as the local educational institution innovations, social mobilization and multi-agencies integrations, as well as developing non-government evaluating and supervising mechanism of government curriculum reform performance, are all the ones with which the existed policy making and management system can not deal well. The actions of the NPOs can be good remedies for the mechanism losses of the later system. Accordingly, the state can obtain effective new curriculum reform governance mechanisms as long as the NPOs are being wisely adopted. The adoption of the NPOs can even set up sound basement for developing "state led, society participated" curriculum reform governance system. In the final section, the article puts forward that, before officially adopting the NPOs, the state, and the NPOs themselves, still have to take rational reorganizing measures to make the NPOs become more wholesome and positive mechanism of curriculum reform governance.更多还原