论中国国情与课程改革

Curriculum Reform in the Chinese Context

对于基础教育课程改革要不要从中国国情出发的问题,当前学术界存在着适应国情论和不问国情论两种针锋相对的观点。其中,不问国情论是新课改理论专家所坚持的,它承认新课改脱离国情,认为适应国情论是过时的观念,国情是可以改变的,课程改革不必适应国情而贵在适应潮流和真理。这些认识,值得商榷。第一,关于要不要适应国情的论争,贯穿于20世纪的中国历史进程,而历史发展的基本结论是只有适应国情才能获得成功。第二,基础教育课程改革要适应真理,这个真理就是教育的一般规律、现代教育的基本规律和中国现代教育的特殊规律。适应真理最核心的工作,不是脱离国情去宣扬空洞的理念,而是要深入研究中国基础教育实际,全面把握中国教育的国情。第三,国情是一种动态的社会历史存在,人创造历史又为历史所创造。国情不能随心所欲地改造,只有深刻地洞察国情,积极利用国情资源,具有历史责任感和主体能力,才有可能积极改善国情。由此可见,不问国情论是站不住脚的,我国基础教育课程改革必须坚持从国情出发的思想原则。为了健康地推进我国基础教育课程改革,必须深入揭示课程改革的国情制约性规律,努力全面地、辩证地、理性地认识中国国情,能动地适应中国国情。

This article discusses the relationship between China＇s social settings and its elementary education curriculum reform. Presently, some theorists acknowledge that the curriculum reform should not adapt to the nation＇s developmental state. For them, national social circumstances are always dynamic and volatile, and curriculum reform need not follow the state＇s social settings but rather the trends and the truth. This paper, however, challenges that view by pointing out that： { i} throughout the twentieth century, debates over whether China＇s curriculum reform should be based on its social settings have been continuous, but only those reforms conforming to the national situation were successful; {ii} curriculum reform of elementary education should also follow truth, but the truth is general principles of education, basic principles of modern education, and unique principles of China＇s modern basic education. The key to follow is not to advocate intangible theories without considering China＇s practical situation; and （iii） social context is a dynamic, historical existence. Men create history but are in turn created by history. One cannot capriciously change his social settings. The only way to improve positively the social conditions is to examine closely the nation＇s situation and to put its resources into good use with historical responsibilities and ownership spontaneity. Therefore, our nation＇s educational reform should be rooted in its societal circumstances. For healthy promotion of the curriculum reform, we must further reveal decisive rules governing Chinese educational reform, rigorously seek for a comprehensive, analytical, and rational understanding of China＇s social settings, and actively adapt to its social circumstances.