论课程改革的制度化

On the Institutionalization of Curriculum Reform

制度化既是课程改革持续进行的成果，亦是改革走向成功的前提条件，但同时也表明制度化阶段存在悖论特征：或者持续进行，成为学校和教师的日常实践；或者由于抵抗、冲突而终止。因此，促使课程改革的制度化是检验改革合理性的标准。鉴于此，受新制度主义的启发：以“有限理性”为制度化的生成前提，将课程改革芥定为一种“有限理性”行为；以“公共理性”为制度化的生成策略，着重于对课程改革的主体构成及其关系进行分析；以“实践合理性”为制度化的生成标准，课程改革的制度化也就是实现目的合理性、工具合理性、价值合理性有机统一的过程。

Instituionalization even the successful outcome of the ongoing of curriculum reform too a prerequisite for success of reform. It also shows that the paradox features in the stage of institutionalization. Or becoming a daily practice of schools and teachers, or termination because of resistance, conflict. Therefore, to promote the institutionalization of the curriculum reform is the reasonableness standard to test reform. In view of this, inspired by the neo--institutional： the ＂bounded rationality＂ as the precondition instituionalization, and curriculum reform will be defined as a kind of ＂bounded rationality＂ action; the ＂public rationality＂ for the formation of institutionalized strategy, focusing on analysis subject composition and their relationships of curriculun reform; to ＂practical rationality＂ as institutionalized generate standard, institutionalization also is to achieve unity process of the purpose rationality, instrumental rationality, value ra- tionality.