校本课程开发二十年:一项教师生活史研究

School-based Curriculum Development in China 2001-2021:A Landscape from the Perspective of Teachers’Life History Research

运用生活史研究的方法,通过田野观察和深度访谈,采集教师们的课程开发故事,并将他们的故事放入到他们所处学校的、社区的及国家的社会大背景中加以历史地考察。同时,通过并置、对照和比较他们的个人课程开发故事,构建一幅有关“校本课程开发”乃至更广的课程改革“马赛克”式生活史图景。与单纯的文献史不同,这是一种微观至中观层面上的课程史建构的努力和尝试,是一种“叙事性”的历史“真实”。回顾“三级”课程管理政策推动的“校本课程开发”二十年(2001—2021),追问:校本课程开发的实践主体——学校教师——是如何卷入到二十年前的那个改革的大潮中去的?经历了怎样的课程开发过程?产生了什么样的认识和体验?对这场主要由改革专家“理论”、政府推动的自上而下的课程改革的认同度有多高?这些追问不仅涉及到“过去了”的二十年,更关系到未来的二十年、三十年,关系到他们面对未来政府和专家推动新新课程改革的参与度、支持度、行动力和认知力。

School-based curriculum development(SBCD),part of the New Curriculum reform,initiated by the Chinese central government at the turn of the century,has been put into school implementation all around China through top-down educational authorities and curriculum reformists’theoretical persuasion as well.By reviewing the 20 years of school implementation,the present study presents a“Mosaic”life history picture of 41 teachers’life story about their SBCD practice,illustrating how teachers have had been involved in SBCD and the whole wave of curriculum reform at the very beginning,how they conceptualized and experienced their“Doing”of SBCD,and how/whether or not,they have realized a role change from a traditional passive curriculum implementer to an active curriculum developer.The field-based semi-structured in-depth interview was employed and the ground-theory coding techniques were used for life story collecting and life history analysis.Different from the mainstream documentary macro-historical study,life history research presents a micro-to-meso landscape of lived experience embedded in a historical and social context.It is a narrative truth,although it may not necessarily a historical truth.