【作者】 罗小茗；

【导师】 王晓明；

【作者基本信息】 上海大学 ， 社会学， 2008， 博士

【摘要】 九十年代中期以来,朝野上下普遍意识到,教育是决定中国在新一轮世界竞争中命运的关键因素。对基础教育的大规模改革由此展开,课程改革成为这一改革的核心。其中,上海地区推行的“二期课改”是这一场改革中的实验特区。种种迹象表明,上海所进行的“特区”改革,总是以各种各样的方式渗透影响着全国的课程改革。因此,本论文选取上海普通高中的第二期课程改革,作为课程改革的研究个案,从中透析贯穿在整个课程改革中的一些基本特性。作为本文研究对象的“二期课改”,由下面四种因素结合而成。其一,作为改革理念的“二期课改”。其二,地方政府部门在推广“二期课改”时采取的各种组织方式。正是这些发展成为新的常规的组织方式,促成了整个“二期课改”制度性环境的诞生。其三,在“二期课改”的过程中,根据“课改”理念而进行的具体文件的编撰、各类教材的编写,以及学校应教育主管部门的要求对课程进行的设置与开发:所有这些共同构形了“二期课改”中的具体课程。其四,由前面这三种因素共同构造而成的现实结果,也就是改革正在形成的新的课程结构。通过对这四个因素的描述与分析,可以发现,无论是课程改革形成的具体课程状况、实际的课程结构,还是进一步推进课程改革的可能性,“二期课改”都没有达到预期的目标。由改革所形成的新的课程状况,有如下重要特征:其一,随着实际形成中的课程的随意性的增长,通过行政手段而实行的对于课程的强制性要求也相对应地增长。就具体的课程状况而言,课程的不稳定性比过去大大增强了。其二,一套不同于以往的筛选课程的基本程序确立起来。但这一筛选程序的确立,并不有助于构造国家所需要和期待的新课程,而是最终受制于某一部分的“社会生活”,形成了一种面目模糊、有悖初衷的新的课程结构。课程改革的这一失败,源于这样两个前后承续的基本逻辑:其一,由于支撑着本次课程改革的现代课程观念,其内容的部分难以把握,改革不得不更加依赖课程形式的部分;其二,正在此种偏重形式忽略内容的情形下,“区隔”或“示范”这一组织手段才得以凝聚起推进改革的自发的动力。对课程形式的复制甚至变形扭曲,成为整个课程改革的基本路径。就国家而言,经过这一改革,其结构和管理教育这一重要的意识形态国家机器的能力实质上被削弱了。与此同时,国家通过教育调节社会的能力也日渐薄弱。作为国家意志和国家能力种种衰退的征兆,以国家的名义而进行的政府管制不断强化。在这样的课程改革中,可以看到一种中国改革的基本模式:即每一次改革都不乏从国家利益而言正当且迫切的改革方向或目标,却没有能够准确通向这一方向或达成这一目标的正确的改革路径。至此,课程改革明确展现出了国家和教育之间关系的新状况。而由课程改革所提示的改革困境,则是在全球秩序中被动现代化的国家,在今天企图进行改变现有格局的改革时所面临的一个基本困境。更多还原

【Abstract】 Since the middle of 1990s, the whole society of China begin to realize that the development of education is the dominant element for China which will decide the rise and fall of our nation in this turn of international competition. So more active measures are made to push forward the reformation of the basic education and the curriculum reformation is regarded as the core of it. Hereinto, the second-phase curriculum reformation in Shanghai is the experiment base and the special zone of curriculum reformation. All kinds of clues make it clear that as the special zone of curriculum reformation, the second-phase curriculum reformation in Shanghai could penetrate and affect the curriculum reformation that is going on in the whole state.Accordingly, this paper would take the second-phase curriculum reformation in the general senior high school of Shanghai as the case of the Chinese curriculum reformation, to analyze the essential character of this reformation.As the subject of this paper, the second-phase curriculum reformation in the general senior high school of Shanghai is made up of four factors. The first is the idea of the whole curriculum reformation, which means not only the new idea of curriculum but also the idea about the reformation. The second is all the organizations of the government done to push this reformation. And these organizations have become the institutional conditions of such reformation. The third one is the new curriculum standards, the new textbooks, and the new curriculums emerging during this process of second-phase curriculum reformation. All of them form the different situation of the curriculums in general senior high school, which is the fourth factor of second-phase curriculum reformation. As the result of such reform process, it is the new curriculum structure.According to the description and analysis on the four factors, we would get to such a conclusion that second-phase curriculum reformation in the general senior high school of Shanghai could not achieve the reformation’s aim. And there are two character of the curriculum situation produced by the reformation. One is the instability of the curriculum has increased more than before. Another is that a new program to select curriculum in school has been build, which is also different from the old one. And this new program is not able to select the curriculum the state need.The failure of the curriculum reformation is based on the two interrelated logic included in the reform progress. One is the reformation depend on the curriculum form because the content of it is too difficult to be determined. And the second one is the distinction made by the government during the reform is based on such deflection. Thus the approach of curriculum reformation becomes to copy the curriculum form.To the state, the ability to manage and control education that is the most important kind of Ideological State Apparatuses (ABE) has crippling through this curriculum reformation. At the same time, the ability of the state to adjust the society by the education is also weakening. As the symptom of such weakness, the state has to strengthen the control of government.In such curriculum reformation, there is a mode of the reformation in China today. It is that the reformation always has the correct and imminent aim or orientation and could not find the right way to get it.Finally, the curriculum reformation shows the new complex relation between the state and the education. And the plight of Chinese reformation is also the plight of the reformation taken by the states of the third world in the globalization.更多还原