我国基础教育阶段创新人才培养政策的演进、特征与展望——基于1985—2023年政策文本的分析

The Evolution Process,Characteristics and Prospect of China's Policies about the Cultivation of Innovative Talents in the Basic Education Stage:An Analysis of Policy Texts 1985—2023

改革开放以来,我国基础教育阶段创新人才培养政策历经初步探索期、优化迭代期、课改推进期、深化发展期共四个时期。近40年的历史演进是一个“稳中有变”“变中有为”“为中有进”的过程,并表现出以下显著特征:在价值迭代上,从内容定位到目标定位再到法律保障;在内容分析上,从一般化到具体化;在利益主体上,以“有教无类”为主、“因材施教”为辅;在实施逻辑上,先培养后选拔与先选拔后培养并存。展望我国基础教育阶段创新人才培养政策,可望在以下方面进一步优化:加强创新人才培养的理论研究与政策统筹;明确两种创新向度,加强常态化自然培养模式的政策供给;区分两种评价类型,探索创新人才“培—评—选”一体化政策实施;加强试误、容误、纠误文化建设,营造家校社宽松环境的政策保障。

Since the reform and opening up,China's Policies about cultivating innovative talent in the basic education stage have gone through four periods:preliminary exploration period,optimization iteration period,curriculum reform exploration period,and deepening and promotion period,and the historical evolution of the past 40 years is a process of"stability and change","change in action"and"progress in the future".It shows the following significant characteristics:from content positioning to target positioning to legal protection in value iteration,from generalization to concretization in content analysis,"education without class"in terms of interest subjects,supplemented by"teaching according to aptitude",and coexistence in implementation logic first training and then selection and first selection and then training.Looking forward to China's innovative talent training policies in the basic education stage,it is expected to cohesion in the following aspects:strengthen the theoretical research and policy coordination of the cultivation of innovative talents;clarify the two innovation directions,and strengthen the supply of normalized natural cultivation policies;distinguish two types of evaluation,and explore the implementation of the integrated policy of"training,evaluation,and selection"of innovative talents;Strengthen the construction of a culture of trial,tolerance and correction of errors,and create a relaxed atmosphere for families,schools,andcommunities.