我国课程管理价值观的历史演绎与多维重构——纪念中华人民共和国成立70周年

Historical Deduction and Multi-dimensional Reconstruction of China’s Curriculum Management Values

建国70年来,我国的课程管理价值观因时而动、因势而新.建国之初至改革开放前,致力于满足社会需求、回应政治导向;改革开放至20世纪90年代初,重视维护教学秩序、确保人才质量;20世纪90年代至21世纪初,关注提升教学效率、推进素质教育;21世纪初至今,倡导保障教育公平、促进个性发展.分析我国课程管理价值观的变化规律发现,其逻辑演绎过程呈现出三个突出特征:由社会本位向个人本位复归;由外在顺从向内生和谐演进;由预设实施向生成发展转变.然而,客观地说,课程管理价值观并非单一的和线性的发展过程,理应是容知识、社会、学生三维度为一体的价值体系,因此,须推行多维建构的理论与实践策略.

Since the founding of the People’s Republic of China 70 years ago,the values of curriculum management changed in different periods.From 1949 to the beginning of reform and opening-up,it was committed to meeting social needs and responding to political orientation;from the beginning of reform and opening-up to the early 1990s,it paid attention to restore teaching order and improve the quality of the talent;from the 1990s to the beginning of the 21st century,it devoted to improving teaching efficiency and promoting quality education;and from the beginning of the 21st century to the present,it advocated to protect education fairness and promote individual development.With the social development,the values of curriculum management in China present the following characteristics:the return from social-based to individual-based;the evolution from external obedience to inherent development;the change from preinstall to generation.However,the objective view of curriculum management is not single or linear,but a complex management system with different dimensions,different subjects and different target levels.Therefore,the theory and practice strategy of multi-dimensional construction should be promoted.