区域推进背景下农村中小学课程改革——以重庆市綦江区为例

Curriculum Reform in Rural Primary and Middle Schools under the Background of Regional Advancing—— With Qijiang District of Chongqing as an Example

区域推进是新课程改革实验推广中卓有成效的做法,它是法律赋予区县教育行政部门的责任,在区县教育行政部门顶层设计与制度导向下,通过舆论宣传与文化引领使区域内学校课程改革不断推进。虽然区域推进与学校课程改革具有改革背景与社会需求高度一致、区域内同学段学校高度相似、生成改革共同体社会成本降低等实践交集,但学校之间仍然存在内在文化、校长个性、师资状况、微观社会环境、其他课程资源供给等方面的差异,从而迫使学校课程改革在区域宏观政策的支撑下走向个性化改革发展道路。这要求学校在不断满足教师个性化专业发展心理需求的情况下实现学生的个性化发展,实现学校在社会和家庭教育个性化指导方面的社会功能。

Regional advancing is an effective approach in the experimental stage of new curriculum reform, and a responsibility of the education administrative departments of districts and counties entrusted by the law. Directed by the designs and institutions established by such departments, through cultivating favorable public opinion and guiding the culture, curriculum reform in the area has made consistent progress. The process of regional advancing and that of school curriculum reform share common characteristics such as the accordance between the reform background and social demands, the high resemblance among schools with the same grades in the area, and the lowering of social costs when a community of reform is formed. However, schools vary according to internal culture, personality of the principal, conditions of teachers, micro-social environment, and other attributes such as supply of curriculum resources, forcing curriculum reform to redirect itself to personalized reform and development under the support of regional macro-economic policy. This requires that schools, as they promote personalized development of teaching personnel, focus on personalized development of the students, and realize their social function of personalized instruction for social and family education.