论基础教育改革形成与实施的教育逻辑

The Educational Logic Dominating the Formation and Enforcement of the Basic Education Reform

就基础教育改革形成的教育逻辑而言,它具有三个特征:客观现实性与系统反映性,改革无不因基础教育系统本身确实存在问题而引发;社会进步性与个体发展性,改革无不以促进社会进步和个体发展为理据;人员分离性和功能分殊性,改革形成无不以教育系统人员功能分殊为依据。就基础教育改革实施的教育逻辑而言,同样具有三个特征:校长主导性与教师主体性,改革无不以学校为基本单位推进;课程驱动性与教学承载性,改革无不从静态与动态两个层面同时展开;意见分歧性与执行异变性,改革无不在质构分合中推广。

Three transparent characteristics lie in the educational factor which dominates the basic education reform. These characteristics are as bellows,each basic education reform results from the real problems existed in the field of the basic education,aims to accelerate the development of the society and individuals,and its final formation is completed by the respective function of different group. There are also three characteristics when the educational factor exerts its functions during the enforcement of the basic education reform. These characteristics are,all basic educational reforms are practiced in a unit of a school,driven and advanced through the curriculum design and teaching activity,extended in a way of in-conformity and disaccord with the reform.