从实施到开发:国家课程校本化的新走向

From Implementation to Development:The New Trend of School-based National Curriculum

新一轮课程改革不仅为地方和学校留足了学校课程开发的自主空间,也给出了地方和学校执行国家课程一定的自主空间。随着教学改革、课程创新、学校治理的深入推进,国家课程校本化的节奏也从校本实施进入校本开发。在国家课程校本化过程中,教师参与下的课程集体审议不仅凸显出课程决策体制变革的重要性,而且昭示了学校治理机制创新的紧迫性。从教育现代性精神的视角来看,“公平而有质量”是课程开发理念上的坚守,“探究中对话”是课程研发过程的常态,而“多主体参与”则带来课程治理上的诉求与回应,这些都将进一步增进学校现代化品质的涵养、促进基础教育的内涵式发展。

The new curriculum reform has not only left sufficient space for the development of local and school-based curriculum, but also provided autonomy for the implementation of national curriculum at the local and school levels to certain extent. With the promotion of teaching reform, curriculum innovation and school governance, the focus o￡ school-based national curriculum has shifted from implementation into development. Based on rich empirical data, this paper aims to illustrate the shift and further argue that in the process of the implementation of school-based national curriculum, the collective curriculum deliberation with teachers' participation has highlighted the importance of reforming the curriculum decision system, and justified the urgency of school governance mechanism innovation. From the perspective of educational modernity, this paper points out that curriculum development should adhere to the principle of ufairness and quality", adopt the approach of **inquiry through dialogue", and encourage "multi-agent participation". By doing so, the quality of school modernization will be improved and the connotative development of basic education will be achieved.