摘要
素质教育是承载着中国人对"好的教育"的愿望最简练、最适切的合法表述。本文清理了素质教育实施过程中诸多政策之间的互联性及其共同作用于政府、学校和教师之间而形成的稳固关系,从政府奉行的"监视—评估主义"、学校实行的"规训—管理主义"到教师实践的"竞争—表现主义",构成了素质教育中环环相扣的支配逻辑。这种支配和实践的循环与流通持续不断且形式多样,变成一种"圆形监狱"式的景观,为素质教育带来本体论、知识论和方法论上的问题。应该理性地剖析素质教育改革之路遇到的深层问题,开展严肃的学术思辨,沉淀稳定的理论概念,朴素安静地去到教育现场,回归素质教育应有的实在。
Competence Education is the most concise and appropriate legal expression of Chinese desire for“good education.”This paper clarifies the interconnection of policies in the process of implementing Competence Education and the stable relationship formed by their common effects on the government,schools and teachers.From the“surveillance-evaluationism”enforced by the government,the“discipline-managerialism”implemented by the schools,to the“competition-performativism”practiced by school teachers,the dynamic engagement of power and domination and its practice is continuous and diversified,which formed a“panopticon”landscape.It brings problems of ontology,epistemology and methodology for Competence Education.We should rationally analyze the underlying problems throughout the reform of Competence Education,carry out serious academic speculation,precipitate stable theoretical concepts,unassumingly pursue field survey,and restore the origin of Competence Education.
出处
《北京大学教育评论》
CSSCI
北大核心
2019年第4期75-108,186,共35页
Peking University Education Review
