【作者】 宁彦锋；

【导师】 吴刚；

【作者基本信息】 华东师范大学 ， 比较教育学， 2008， 博士

【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。更多还原

【Abstract】 In the practice of educational reform, the results were always deviating from the original purpose of initiators of the reforms, which we called Curriculum Alteration. It is nightmare of many reformers and researchers, which is hindering the process of the educational reform. With the Second-Round School Curriculum Reform in Shanghai as the study object, this thesis focuses on analyzing of Structures and Agents in the construction of textbook as well as resources and regulations, which have effects on the structures’ transitions or on the agents’ actions. It aims at revealing the internal mechanism and influencing factors of textbook construction, verifying the cause of curriculum alteration and accordingly finding out the practical strategy of controlling and eliminating the alteration.The thesis consists of 6 chapters:Chapter 1 is mainly analysis of textbook construct system of the Second-round Curriculum Reform in Shanghai with the purpose of revealing the basic framework of textbook construction. Within the complex curriculum reform system, as the junction of curriculum development and implement, textbook is the most important influencing factor of curriculum alteration. The construct system of textbook involves lots of agents. Taking Shanghai as examples, it mainly involves Shanghai Primary & Secondary Schools (Kindergartens) Curriculum Reform Committee and Office, the Teaching and Research Room of Shanghai Education Commission, the Teaching Materials Writing Group, the Textbook Censorship Group, publishing companies, printing houses, Xinhua bookstores, news media, teacher trainers, teachers、parents and students, and etc. There are 3 fields in the textbook construct system—Power Supply Field of curriculum reform, Constructed Field of textbook and Applied Field of textbook. Agents always act in line with the regulations established by the government.Chapter 2 focuses on analysis of the decision making process of both course proposal and curriculum standards with the purpose of revealing the top regulation of textbook construction: mechanism of course proposal and curriculum standards. As the programmatic document of official knowledge, course proposal and curriculum standards is the "highest regulation" of Education Knowledge. In the practice of the Second-round Curriculum Reform in Shanghai, the decision-making process of both is homogenous and always of synchronized interaction. Due to the different value orientation of reform initiators and decision makers of the proposals or standards, e.g.: former’s task orientation and latter’s value orientation, the two kinds of value orientation plays games interactively in practice and leads to the somewhat departure of final texts from the original intention of reformers. The designated expert teams usually will make use of educational theories and complete the educational transformation of the government’s intentions by way of theoretical construction of course proposal and curriculum standards, which however will often be misunderstood when applied as guidance of practices.Chapter 3 is mainly analysis of the writing and censoring process of textbook aiming at disclosing the fundamental rules of textbook knowledge choosing and organizing. As the products of tailor-made educational system of the government, textbook are marked by "institutional culture" and "authorized knowledge", the production processes of which is with dual characteristic of both culture growth and technology. Take the case of the Second-round Curriculum Reform in Shanghai, at the present stage, the writing of teaching material of our country is under the influence of three kinds of forces: textbook writing team, textbook censoring team and textbook editors. Taking lead in the 3 sections of the whole process, they develop their action rules based on their own experiences and try to construct. Therefore the content of textbook, with the forms of "institutional culture" and "authorized knowledge", is likely with non-institutional and non-authorized nature in practice, which is namely curriculum alteration of textbook.Chapter 4 is analysis on the textbook’s selection process and mechanism with the purpose of revealing the whole selection process as well as its relevant influence factors. It is one of the important sections in the realization of textbook’ values, which will back act on the construct system of textbook. Who and how to select textbook? In terms of Sociology Analysis, this two in our curriculum reform process is actually two in one: whose preference will be of more value? Students, parents, teachers, schools, education researchers, publishing house, Ministry of Education, local educational administrative departments or local interest group? The government designed a set of agent choice system and tried to make various policies attempting to balance relationships of all different interest groups. However, the result is that students lose the right of selecting high-quality textbook in actual and the inequity in education was intensified. This is a typical counterargue on textbook selection.Chapter 5 focuses on analysis of textbook events in the media interactions with attempt to reveal the media mechanism in the textbook construct system and social system interaction. Textbook construct system is an open one: one the one hand, agents of textbook hope to publicize their reform ideas and textbook’ characteristics and seek for Social Forces’ recognition and support by way of media; and on the other hand, such social forces also want to express their position and opinion by media with the hope of exert influence on textbook construction. With intervene of media, textbook becomes the product of social construction and the outcome of the combined actions of various social forces. In the process of the Second-round Curriculum Reform in Shanghai, textbook agents and social forces have interactive influence on each other and exert effect on the textbook construction with the form of media. The second-round curriculum reform, under the influence of media, will swing and even deviate from the original intention of reformers. Chapter 6 is analysis on curriculum alteration in terms of teacher mobilization and tries to reveal the way and strategy of teachers’ participation in textbook construction. In this chapter, teacher mobilization is divided into s types: communication mobilization, competition mobilization and participation mobilization. Communication mobilization refers to transform the experts’ ideal curriculum into teachers’ practical curriculum using the administrative force and by way of communication media; competition mobilization refers to, by way of establishment of value standards for curriculum reform, foster competitive environment, set competitive rules, implement value judgment and therefore realize the win-win situation between continuous development of teachers’ professional capability and continuous innovation of curriculum. Hereby the thesis investigates variables which have influences on teachers’ participation in textbook practice and curriculum reform and bring forwards a cooperative dynamic path of teacher mobilization in order to control or even eliminate curriculum alteration to an extreme in the practice of textbook.Through the investigation on the textbook construct system, the thesis makes a conclusion that curriculum alteration is mainly the result of interaction of different agents with their structure in the curriculum reform system. In different fields and. sections of textbook construct, the various preferences of different agents is the intrinsic reason of curriculum alteration. Accordingly it holds that the essential way to control and eliminate curriculum alteration is to set protocol and regulation on the activity of agents and to make reasonable arrangement and adjustment on the structures agents located, e.g.: resources and rules of the fields agents located.更多还原