“六三三学制”源流辨析

An Analysis of the Origin and Evolution of“6⁃3⁃3 Plan”

基于学术史梳理,对“六三三学制”源流进行辨析具有重要的学术价值。学界以往有关“六三三学制”源流的认识存在诸多“误区”,主要表现在以下几个方面:一是对“六三三学制”探索所针对的或试图解决的问题判断存在偏差;二是曲解了“六三三学制”探索的初始动因;三是对学制探索过程的复杂性缺少明晰的认识;四是夸大了相关学会在学制探索中的作用;五是将“六三三学制”误解为一种具有强制性的严格的“学制”。“六三三学制”的形成经历了一个长时间的探索过程,具有巨大的复杂性。美国教育界始于19世纪后期的学制改革探索拟解决的主要问题并非以往所强调的小学学制过长等弊端,而是经历了从高校生源优化到中学课程改革、教学质量提升再到高校入学标准修订、公立中学培养目标调整、不同层级学校教育之间关系的重组等一系列复杂变化。在此过程中,学制方案则从传统的“八四学制”经“六六学制”过渡到“六三三学制”以及由此衍生的多种变体,从而形成多种学制并存的局面,以适应不同区域教育发展的不同需要。学制方案的变化过程不仅是中小学学习年限的改变过程,本质上是不同社会利益冲突、调整和协调的过程,更是美国现代学校教育制度的改造和重组过程。对“六三三学制”源流进行辨析,有利于对这个仍是我国基础教育阶段普遍实施的唯一学制本质的思考与理解,从而为未来可能发生的学制改革探索提供借鉴。

It is of great academic value to analyze the origin and evolution of the“6⁃3⁃3 Plan”(“the Plan”)based on the history of academic studies.In the past,there were many“misunderstandings”about it in the academic circles,which were mainly manifested in the following aspects.First,there was a biased judgement on the problems which“the Plan”was aimed at solving or tried to solve.Second,the initial motivation for piloting“the Plan”has been skewed.Third,there wasn’t a clear understanding of there was a biased complexity of the academic system exploration process.Fourth,the role of the relevant association in the academic system exploration was exaggerated.Fifth,the“Plan”was misunderstood as a compulsory and strict“academic system.”The“Plan”has gone through a long process of exploration,with a lot of trial and error and complexity.The main problems to be solved in the academic system reform in the United States,which began in the late 19th century,were not such drawbacks as the lengthy primary schooling,which was emphasized in the past.What happened was a series of complex changes,such as the optimization of the enrollment quality,the reform of middle school curriculum,the improvement of teaching quality,the revision of college admission standards,the adjustment of public middle school educational objectives,and the reorganization of the relationship between the education of different levels of schools.In this process,the school system scheme has changed from the traditional“8⁃4 Plan”through the“6⁃6 Plan”to the“6⁃3⁃3 Plan”and to many variants derived from them,leading to a situation in which multiple school systems coexist to meet the different needs of education development in different regions.The changing process of the school system plan is not only a changing process of the length of schooling in primary and secondary schools,in essence,it is a process of conflict,adjustment and coordination of different social interests,as well as the transformation and reorganization of the modern American school education system.To get to the root of the“Plan”is conducive to understanding the essence of the only school system that is still widely used in China’s basic education stage,and to provide reference for possible future school system reform.