【作者】 张树德；

【导师】 王斌华；

【作者基本信息】 华东师范大学 ， 比较教育学， 2007， 博士

【摘要】 本篇论文主要研究了澳大利亚维多利亚州从第一阶段课程改革(1992—1997)转向第二阶段课程改革(1998—2003)中的经验与教训，力图给我国进一步推进基础教育课程改革提供借鉴和启示。全文共有6章，划分为三个部分：第一部分为澳大利亚课程改革的背景。本部分包括导言、第一章和第二章。通过综述国内外相关研究，我们发现本课题在国内属于比较薄弱的研究领域。其研究对如何进一步推进中国的基础教育课程改革有较大的现实意义。导言拉开了研究的序幕，它介绍了论文选题、阐述研究目的与意义、确定研究问题。第一章和第二章是本文研究的理论基础部分，意在建立课程改革成功机制的概念基础，其中第一章通过大量史实探讨了导致澳大利亚课程改革(1992-1997)的外源性与内源性动因。从外源性动因看，本章认定全球化思潮、新自由主义以及新保守主义是导致澳大利亚(1992-1997)课程改革的主要外因。从内源性动因看，提升国家竞争力的需要、价值观教育失效、学校教育的某些科目质量下降、学校教学技术不与时俱进、学校设计结构已不符合时代发展需要、政府政策转型，以及资源分配存在一些亟待解决的问题，这些都是一些内源性要素。本文认为，就是这些要素使课程改革成了澳大利亚的一项紧急要务。第二章探讨了课程改革成功机制的理论基础。在本章中，它首先从政府层面与学校层面来梳理导致课程改革(课程变革)成功的支撑性要素，之后分析了课程改革过程模式。通过大量的文献性分析，本章的结论是：实际上，课程改革成功的三大要素是联结、发轫和课程改革领导者的动员。从联结维度看，考察它的现象至少要包含“价值观念的联结”、“课程改革要成为公众关注的议题”、“提供选择机会”以及“发展援助性环境”这四个亚范畴。从发轫的维度看，考察它的现象要包含课程政策发轫和课程行动发轫这两个亚范畴。从课程改革的动员维度看，考察它的现象既要涉及课程改革领导者的特性与引领课程改革的策略，又要涵盖课程改革的动员策略。第二部分是研究与发现，其主题是澳大利亚课程改革的要素。本部分包括第三、四、五章，意在加深对课程改革成功机制的意义性认识。第三章考察的是澳大利亚课程改革的联结。在本章中，它首先从一般意义上界定了课程联结的定义、类型及策略，接着具体分析了澳大利亚在第一阶段课程改革(1992-1997)中所采用的联结途径。从澳大利亚的课程改革的实践看，澳大利亚采用了符合其地区实际的联结途径，如：将与学习相关的价值观念整合到关键学习领域中，使课程改革成为公众关注的议题(其中包括联结学校责任制，联结课程与标准框架，强调学校决定的重点发展领域，联结灵活性预算，联结年度报告)，发展合适的援助性环境。第四章考察了澳大利亚课程改革中的发轫。在本章中，它首先界定了发轫的概念与范畴，接着分析了导致课程改革发轫的因素。从研究的发现看，引发课程改革发轫既有一般要素(即经济的因素和人口的因素)，也有特定因素。从特定因素看，质量、学校效能、公平效率、绩效责任以及适应性是导致课程改革发轫的主要因素。之后，本章详细考察了澳大利亚课程改革的发轫途径：一是1990年代以来澳大利亚作为发轫的课程政策。在这些课程政策发轫中，有些是在第一阶段(1992-1997)改革过程中制定的，有些是为推进到第二阶段而制定的，如：“面向21世纪的学校教育的国家目标”，“国家价值观念教育框架”，“高质量教学方式框架”，以及“面向网络世界的学习”等；二是澳大利亚课程改革的课程行动发轫。考察的重点放在维多利亚州的“未来学校”计划(1992-1997)，如：变革机构，引入普通成就测试，建立州范围的评价标准，引入课程与标准框架，将新技术运用到课程传递中，建立学校科学与技术中心，双重承认计划等。第五章考察了澳大利亚课程改革中的动员。在本章中，它首先概述了课程改革中的领导，界定了领导与领导者的区别，讨论了领导的特性、能力，与类型。接着，它诠释了动员的概念以及动员课程改革的重要性及一般策略。在这基础上，本章具体讨论了澳大利亚课程改革中的领导与动员策略。第三部分是中澳课程改革的比较与启示。本部分只有一章，即第六章，意在根据已有的研究发现给我国的进一步推进基础教育课程改革提供一些借鉴和启示。本章讨论的主题是中澳课程改革的比较与启示。它首先阐述了中澳课程改革的可比性，旨在提出进行两国课程改革的意义性。同时本章也提出，考察课程改革是否成功，它可以从联结、发轫以及动员三个维度进行考量。然后，本章就这三个维度对两国的课程改革进行了逐一比较。通过比较，本文认为，尽管澳大利亚的学校教育课程改革(如维多利亚州的“未来学校”计划)在初期取得了一定的成效，引起了国内外较广泛的影响，但在从宏观走向微观(第一阶段推向第二阶段)的过程中，它也遇到了诸多今天我国基础教育课程改革进入全面推进阶段时的一些实际困难。面对这样那样的问题，澳大利亚并没有退缩，而是继续深化改革，课程改革真正推进到课堂教学层面。应该说，澳大利亚课程改革的经验和教训对我国基础教育课程改革的全面推进是有较大启示作用的。为此，本文认为，面对我国当前基础教育课程改革过程中出现的问题，我们需要认真应对，做到战略上重视，战术上藐视。以下是目前中国基础教育课程改革推进阶段中应该特别注意的问题：(1)重构课程变革的领导；(2)适应国家需要，发展学校共享文化；(3)坚持实施校本管理，联结学生学习结果；(4)转变培训方式，更有效地促进教师和校长专业发展；(5)加强教师专业发展的规划与协调，强化监督；(6)加强教育立法；(7)构建具有中国特色的教学方式框架；(8)改革高等教育政策，加强中小学与大学在办学理念上的衔接；(9)加强课程改革领导者的领导力培养；(10)加强信息推介策略；(11)协调不同个体参与课程改革的态度。更多还原

【Abstract】 The dissertation aspires to analyze the lessons from the shift of the Phase I Reform (1992-1997) to Phase II(1998-2003) in the State of Victoria in Australia. It is classified as seven chapters and composed of three parts; The first part focuses on external and internal causes of the contemporary Curriculum Reform (1992-1997) in the State of Victoria in Australia, as well as a theoretical framework of a successful implementation mechanism of curriculum reform; The second part discusses and narrates the three dimensions of successful implementation mechanism, which are alignment, initiative and mobilization; The third part is concerned with comparisons and implications.Introduction, Chapter One and Chapter Two concentrate on the background of successful implementation mechanism of curriculum.In the Introduction, the author discusses the origin of his research, his objectives ,and the framework of his thesis .In Chapter one, the author explores the causes of curriculum reform(1992-1997) in the State of Victoria in Australia; In the external perspective, he argues that Victorian Curriculum Reform(1992-1997) results from globalization, neoliberalism and neoconservatism;In the internal perspective, he claims that the need for international competition, the failure of values education, decreased quality in some subjects, teaching techniques not keeping pace with the age, the unsatisfactory school design, changing attitudes to curriculum policy, and the existing problem of resource allocation are the main driving dynamics for the curriculum reform in the State of Victoria.In Chapter Two, the author seeks to explore the theoretical foundation of his research assumptions, in the process of which he analyzes the key categories of a successful implementation curriculum reform in both levels of governmental and school. By doing this, he concludes that alignment, initiative and mobilization are the three key components of a successful implementation of curriculum reform. In the dimension of alignment, it should consists of four related phenomena: (l)a culture’s deep-seated public-policy preference, (2)a problem defined as political, (3)an alternative policy or a set of alternative policies, and(4)favorable supportive environment; In the dimension of initiative, it should consists of two subdimensions ,which are curriculum policy initiative and curriculum initiating practices; In the dimension of mobilization, it should consists of the characteristics of leadership and leader’s mobilizing strategies.With the theme of "Aspects of Australia’s Curriculum Reform", the following three chapters report empirical studies. In Chapter Three, the author continues to analyze the topic of alignment in the context of the curriculum reform (1992-1997) in the State of Victoria in Australia, recognizing the specific strategies used by the State of Victoria.Chapter Four focuses on the topic of initiative. In this chapter, the author discusses and narrates the major curriculum policy and curriculum practices from the transition of Phase I Curriculum Reform(1992-1997) to the Phase II Curriculum reform(1998-2003) in the State of Victoria in Australia.Chapter Five focuses on the theme of mobilization. Mobilization is concerned with the characteristics of leadership and strategies. It is argued that the Minister of Education Hayward (1992-1996 on position) in the State of Victoria in Australia in the first phase of curriculum reform is the leader of curriculum reform. The strategies Hayward used can be of much implication.The last chapter functions as the comparisons and implications between China’s curriculum reform and that of Australia. In this chapter (chapter Six), the author emphasizes the importance of the comparison between these two countries with regard to the curriculum reform, and explores the comparative dimensions of any successful implementation curriculum reform. By comparing these three dimensions one by one , it is concluded that even though the curriculum reform in the context of Australia schooling has made much success, when Australia moved forward its curriculum reform Phase I to Phase II, it also met with some severe challenges China now are facing. With these difficulties , instead of withdrawing from the reform, Australia continued to deepen its planned change into the field of classroom. It is argued that the lessons from the curriculum reform of Australia are of much implication to the deepened curriculum reform in China. On the one hand, the problems faced with China now are sure to happen in the course of curriculum reform, so China can take it easy ;On the other hand, since the solving of these existing problems are the key to the final success of the reform, so China should also take it seriously. Therefore, following are some important actions to be taken: (1) restructuring leadership of the curriculum change,(2)developing shared culture in harmony with the need of the country,(3) implementing devolution strategies and enhancing students outcomes, (4) changing the traditional patterns of teachers’ training, and facilitating their professional development more effectively, (5) emphasizing the planning and coordinating of teachers’ professional developing, while enforcing to their monitoring, (6)strengthening the law-making with regard to education,(7)building a high quality pedagogy framework with the characteristic of China, (8) reforming the educational policy, hence connecting the managing ideals of higher education with schooling , (9) nurturing principal’s leadership, ; 00) emphasizing information campaign, and (11) coordinating individual’s attitudes to curriculum reform, hence facilitating China’s smooth shift to its next phase of curriculum reform.更多还原