摘要
始于千年交替之际的中国基础教育课程改革,针对原有课程的种种弊端提出了一系列新的教育和课程理念,为我们描述了一幅"乌托邦"式的教育美景。但是在从理论到实践的过程中,我们发现了许多矛盾和偏离,这引起了学界和社会各界人士的关注和争论。文章试图从"文化堕距"、"迟发展效应"等社会学的角度对此进行剖析,认为争论或矛盾都或多或少可以归因于我国"社会转型"的特殊性和复杂性。
At the beginning of the thousand years that it hands over , Chinese foundation education curriculum reforms put forward a series of new educational and curricular principles that aimed at all kinds of defects possessed with primary curriculum, which described a beautiful education prospect for us. But in the process from theories to practice, we discover many contradict and deviations, this causes many concerns and disputes from the educational circle and other social groups. In this paper, author tries to analyze this issue from sociology angles of ＂the culture lag＂＆ ＂the effect of late development＂ and so on, Finally, author draws a conclusion that all these disputes or contradicts can attribute or many or little to the specialties and complexities of our country＇s the transformation of society.
出处
《教育学术月刊》
北大核心
2008年第4期39-42,共4页
Education Research Monthly
基金
全国哲学社会科学"十一五"规划课题"我国新课程改革的回顾与反思--基于义务教育阶段课程实践的社会学研究"成果之一。(课题编号:BHA060034)
关键词
课程改革
理论与实践
社会转型
curriculum reforms
theory and practice
transformation of society
