摘要
学校改进与教育改革、学校变革和学校效能等概念存在区别,它以"技术认知兴趣"、"实践认知兴趣"和"解放认知兴趣"三重框架为认识论基础,包括理念、行动、关系和模态四个基本范畴。
School improvement has increasingly become concerned as an educational topic, but the basic problems of school improvement have not been further clarified. There are distinctions among the concepts of school improvement and education reform, school change and school effectiveness. School improvement situates in the triple epistemological paradigm, which are ＂cognitive interest for technology＂, ＂cognitive interest for practice＂, and ＂cognitive interest for liberation＂. The categories of school improvement include the categories for idea, action, relationship and modality.
出处
《教育发展研究》
CSSCI
北大核心
2009年第24期37-40,53,共5页
Research in Educational Development
基金
程凤春教授主持的教育部人文社会科学研究项目“英美等国学校改进理论与实践的研究与借鉴”(08JA880004)的研究成果之一
关键词
学校改进
概念
认识论
范畴
school improvement, concept, epistemology, category
