教育商业复合体的风险表征与教学影响——基于美国K-12课程资源交易问题的审思

Risk Characterization and Instructional Impact of the Edu-business Complex——On the Issue of K-12 Teachers Trading Curriculum Resources in the United States

随着数字互联技术赋能教育快速转型,在线课程资源交易平台正成为商业资本介入教育事务的新渠道。本文围绕美国K-12课程资源交易现象的兴起、发展与现状,分析过度商业化对教育活动的蚕食所产生的影响,发现教育商业复合体通过重构教育内涵定位、加剧资本化倾向,诱发了教育公益性与公平性消弭、交易性课堂活动趋势增强、教师职业认同感下降等多重风险。基于对其运营模式的分析,研究发现教育商业复合体正通过数字技术手段将市场逻辑深深嵌入课堂,催生教师创业概念异化、教学设计原创性与针对性逐底双降,破坏师师与师生共同体。在商业资本加速向课堂渗透的背景下,本研究提出健全教育商业监测与资本风险防范机制、构建教育综合利益共同体与加强课程质量文化建设等风险防范措施。

Introduction of network-powered technology in teaching has led to the rise of curriculum resource trading in education,and has resulted in the increasing intrusion of commercial capital in educational affairs.Focusing on a recent phenomenon of U.S.K-12 teachers using Teachers Pay Teachers as a platform for curriculum resource trading,this study analyzes the channels through which commercial capital exerts adverse influence on teaching.Results reveal that the edu-business complex remodels meaning of education and exacerbates commercialization of teaching,leading to distortion of instructional goals,decontextualization of instructional settings,and devaluation of teaching career affinity.Leveraging in-depth analysis of the historical development and organizational structure of Teachers Pay Teachers,it is theorized that commercial capital infiltrates classrooms via means of digital technology,and is reassigning meaning to teacher entrepreneurship,lowering standards of instructional design,and bringing about detrimental shifts to teacher-teacher and teacher-student relationships.Against a global script of capital infiltration into classrooms,this study highlights safeguarding strategies of improving the monitoring mechanism of the edu-business complex,establishing a comprehensive education community,and strengthening quality-culture in curriculum design.