基础教育课程改革目标的社会学分析：The sociological analysis of the goal of the curriculum reform of basic education.pdfVIP

基础教育课程改革目标的社会学分析 摘 要 新一轮基础教育课程改革是我国当前教育改革的核心内容，其 目标的确立有其深刻的历史背景及鲜明的时代精神，并具备丰富的 课程理论资源。基础教育课程改革目标层次间有社会学意义的内在 联系，目标体系体现着国家性，蕴涵着鲜明的教育社会特性。 基础教育课程改革目标达成过程中社会规限因素复杂多样。舆 论与公共政策以及社会文化的积极方面体现了时代精神，与基础教 育课程改革目标的精神相协调，营造了目标达成的有利外部环境， 上述因素的缺失对目标达成产生了制约。作为课程实施主体的教 师及其素养是促进课程改革目标达成的基础因素，教师素养适应 性提升是目标达成的重要条件；教育主体互动过程中既能形成实 现目标的有效动力，也可能产生阻力。课程地位问题是造成基础 教育课程改革目标体系内差隔的深层原因。 关键词：基础教育课程改革目标；国家性；教育社会特性；目标 达成 Sociological Analysis of the Goal of the Basic Education Curriculum Reform Abstract The new round curriculum reform of basic education is the core of present education reform in China. The establishment of the goal has its historical background, era spirits, and abundant curriculum theoretical base. And there exist sociological relations among the inner layers of the goal of the basic education curriculum reform. The goal shows nationality and contains distinct social characteristics of education. There are many complicated restricted social factors in the course of the reform. The positive sides of the public opinions and public policy and social culture show the era spirit, which abide by the spirit of the goal of the basic education curriculum reform, and build ambient surroundings. But, there are also negative factors, which exert resistance on the reform in the course. Teachers, as subject in education, and their progress are basic important conditions of attaining the goal. There are both effectual impetus and restricted factors in the communication of educational subjects. The problems about the status of curriculum reflect the disharmony in the basic education system, and result in gap of the goal in the course of attaining the goal of the basic educ