【作者】 屠莉娅；

【导师】 钟启泉；

【作者基本信息】 华东师范大学 ， 比较教育学， 2009， 博士

【摘要】 20世纪80年代以来,世界范围内的系统的课程变革引发了政府和国家对课程改革的广泛参与和投入,各国政府纷纷从国家层面提出相应的课程改革政策,出台了一系列有关课程改革的研究报告、课程改革方案、相关法律和政策文件。然而,受到课程研究历史发展和学科规范的双重制约,课程政策研究一直是课程研究领域最为薄弱的环节之一。虽然各国课程改革开展的如火如荼,但是人们对于课程改革政策是如何发生发展的,政策过程运作遵循何种工作流程和工作机制、哪些因素影响政策过程的建构、如何理解政策过程的内部结构和权力关系等一系列居于改革实践核心的政策问题却鲜有深入地探讨,有关课程改革政策过程的基础性研究极度匮乏。这不仅反映了课程研究领域理论研究的空缺,也显示出了政策实践的随意性和经验主义,更进一步加剧了政策过程的非公开性和不明晰的黑箱状态,极大地制约着课程改革政策实践进程。研究通过系统的文献研究、理论分析、比较研究和案例分析,深入课程改革政策过程的内部流程和机制,从整合性的视角(连贯综合地看待课程改革政策从问题概念化、到政策审议、实施和评价的一系列过程)拓展有关课程改革政策过程的一般认识,考察课程改革政策在现象形态(行动准则和指南)、本体特质(权力和利益关系的政治博弈过程)和实践特征(实践中的变更性和发展性)等层面上的不同表现,以颠覆传统的课程改革政策观,将改革政策过程看作是在具体情境中的生成和发展过程。研究通过理论分析和国际经验的跨文化比较确立了关于政策过程分析的一般理论框架,并运用这一阶段分析框架分析我国文化背景、政治传统和制度条件下课程改革政策运作的一般流程和运作形态。为了实质性地探究我国课程改革的政策过程,研究深入各个关键的政策过程阶段,依照事实分析、价值分析、规范分析的三条线索对课程改革政策过程的机构流程、组织形态(工作方式、权力关系等)、文化特征、潜在问题进行了深入解读,意在深刻挖掘我国课程改革政策过程的意义内涵。最后,为了回归对于改革政策过程的整体性认识,研究对改革政策过程的综合性特征进行再抽象,将我国课程改革政策过程理解为一个再情境化的过程、一个赋权增能的过程和一个话语斗争的过程。总而言之,研究依托改革政策过程的理论分析框架,对我国本土课程改革政策过程进行了重新的经验分析和意义建构,深入解析政策过程在我国特殊政策场境下的运作特征和问题。研究不仅为课程政策过程的理论研究积累了中国经验和知识,也针对性地提出了优化我国课程改革政策实践的可能设想,具有理论和实践的双重意义。更多还原

【Abstract】 The third world wide systematic curriculum reform has attracted extensive involvement and investment of national government in distinctive countries. A series of research reports, reform plans, laws and policy documents which are related to curriculum reform are issued by government in different countries. Though great attention has been focused in the administrative level on curriculum policy, the academic research in the field still remains as one of the weakest area in curriculum research. Many of the core questions in curriculum policy practice are not fully discussed, such as what is curriculum reform policy, how is the process organized, what are the basic procedures and working mechanisms of curriculum reform policy process, what factors might influence the construction of policy process, etc. The lack of fundamental theoretical research in curriculum policy process not only indicates the empiricism in policy operation, but also intensifies the vagueness and ineditus of its practice, leaving the process unrevealed as a "black box".Based on the theory analysis, document analysis, comparison research and case study, the research explores into the internal procedures and mechanisms of curriculum reform policy process. The research tries to reconstruct the basic notion toward curriculum reform policy and its process by considering curriculum reform policy and its process in a holistic (combining the stages of conceptualization, deliberation, implementation and evaluation of policy process in an integrated way), multi-dimensional (understanding curriculum reform policy as combination of its phenomenal form, ontological characteristic and practice feature), and developmental(policy process of curriculum reform are emergent and ever-changing according to its situated condition) way, subverting the traditional understanding toward curriculum reform policy and its process.The research builds a general theoretical framework for the analysis of policy process based on the theory analysis and comparison of international experience on national curriculum reform after 20C80S, and introduces the framework to China’s new curriculum reform policy operation, analyzing its logical procedures and operational characteristics under China’s local cultural background, political tradition and institutional condition. In order to deepen the interpretation of the policy process, the research focuses on different stages of policy process(namely conceptualization,deliberation,implementation,and evaluation), exploring the process in three different dimensions as factual analysis(behavioral analysis), value analysis and normative analysis, discussing the institutional procedures, organizational structure, power relationship, political, societal and cultural features and potential problems. The last chapter of the research returns to the wholesome exploration of the process in a holistic way rather than focuses on differentiated phases, constructing the internal meaning of policy process as a re-situational process, empowering and capacity building process and courses conflicting process.All in all, the research explores into China’s local curriculum reform policy experience by applying the theoretical analysis framework to add new knowledge and meaning, as well as to extend the original framework. Based on the descriptive and interpretive analysis, the research also identifies the characteristics and potential problems of policy process in China’s particular policy situation, and presents future possibilities for the optimization of China’s policy process on curriculum reform, signifying the theoretical and practical meaning of the research.更多还原