我国基础教育校本课程政策的逻辑演绎与发展导向

Logic Deduction and Development Orientation of School-based Curriculum Policies of China’s Basic Education

新中国成立以来,基础教育校本课程政策的发展经历了迂回曲折中幸存的起步期、雨后春笋般滋长的发展期、全面推进下反思的改革期三个阶段。整个发展过程的演绎逻辑表现为在政策目标上由"兴国"走向"强国",在政策路径上由"粗放"转为"集约",在政策主体上由"一元"变为"多元",在政策客体上由"被动"转向"主动"。为进一步激发中小学办学活力,基础教育校本课程政策的未来发展导向应坚持立德树人,政策价值一脉相承;坚持效能优先,政策工具灵活运用;坚持合作治理,政策主体协同配合;坚持收放自如,政策客体合理配置。

Since the founding of the People’s Republic of China,the development of school-based curriculum policies of basic education has experienced three stages:the initial stage of survival in twists and turns,the burgeoning development stage,and the reform stage of reflection under comprehensive promotion.The deductive logic of the whole process is from"rejuvenating China"to"strengthening China"in policy objectives,from"extensiveness"to"intensiveness"in policy paths,from"unicity"to"pluralism"in policy subjects,and from"passivity"to"activeness"in policy objects.As for stimulating the vitality of primary and secondary schools,the development orientation of school-based curriculum policies of basic education should be subject to moral education by unifying policy value,adhere to the priority of efficiency by rationally adopt policy tools,to cooperative governance by integrating policy subjects,and to flexibility by reasonably allocating policy objects.