论我国小班化教育发展历程与基本特征

A Study on China's Small-class Education Deve Lopment and Basic Characteristics

本文通过18年小班化教育发展历程回溯,明晰我国小班化教育起源与内涵。在脉络梳理中把我国小班化教育发展划界为萌发期、探索期和创新期。探析小班化教育各阶段基本特征:萌发期,上海与北京借鉴国外"缩减班级规模"的理论与实验研究,引领我国小班化教育研究酝酿前行;探索期,政策导航小班化教育与新课改同行,"自组织联盟"研究共同体产生,推进小班化教学基础性研究走向成熟;创新期,"大中华地区小班化教育研究协会"成立,学术交流促进小班化教育走向文化自觉,驱动本土小班化教育实践创新。

The thesis makes a clarification of the origin and connotation of small class-oriented education by investigating the historical track of small class-oriented education of eighteen years. The course of the small class-oriented education is divided into ＂germination period, exploration period and innovation period. On the basis of the above, the analysis of the basic characteristics of three stages are provided. In the germination period, Shanghai and Beijing guide the small class-oriented education, brewing forward by reducing class size, which is the research experience learned from foreign countries; In the exploration period, under the policy guidance and with the reform of new curriculum, the research community ＂Com- munity Alliance＂ promotes small class-oriented education from fundamental research to mature~ In the innovation period, accompanied by the establishment of ＂the research association of the Greater China Region Small Class -oriented Education＂, through academic exchanges, small class-oriented education walks towards cultural consciousness as well as the innovation of local small class-oriented practice being driven.