论我国基础教育改革的五种主体形态

On the Five Subjective Types of the Basic Education Reform in China

确认改革的主体形态及其结构是有效推进基础教育改革的必要条件。基于历史和现实的考察，根据成员身份不同以及在改革目的、性质、内容、方法、策略等方面的差异，可以将推动我国基础教育改革的现实主体划分为“政策规划型主体”、“理论建构型主体”、“实践突破型主体”、“商业炒作型主体”和“社会公益型主体”五种形态。探讨这五种主体的基本内涵及主要特征的根本目的在于，构建一个关于中国基础教育改革主体的认知框架，进一步明确基础教育改革主体的多元性、差异性和互补性，从而为强化不同主体的责任意识和促成不同主体之间的有效合作提供总体思路。

Identifying the types and structures of the subjects of the reform is essential m eltectlveiy promoting the basic education reform in China. Based on historical study and actual investigation, the subjects may vary in terms of their status, strategies, methods, contents, characteristics and objects of the reform. Thus we might as well divide them into five types： policy-planning subject, theory-forming subject, practice-breaking subject, commercial-oriented subject and public-welfare subject. This kind of division and discussion is aiming at building up a cognitive framework for the subjects in basic education reform to define the diversity, differences, and complementariness existed among all subjects and to help to strengthen the sense of responsibility and promote better co-corporation among subjects.