【摘要】 学校课程治理转型反映了社会利益结构的调整，需要从社会学的视角来分析其动因、内容方式和支持条件。社会形态的开放转型决定了需要赋予学校课程决策权，社会结构的流动转型决定了需要多主体参与学校课程决策，服务民生的社会功能转型决定了需要发挥学校课程治理的价值整合作用。学校课程治理的主要任务在于化解学校课程发展中的社会矛盾，其内容和方式在于理顺学校课程发展的主体关系，制定合理的课程标准；通过协商对话化解课程矛盾，改善课程育人过程；打破学校封闭，规范社会力量，优化课程育人环境。要从集体行动理论的角度思考学校课程治理转型的社会支持条件，包括课程标准的社会价值共识支持、课程发展的多主体协同机制支持、课程运行过程与质量的评估监控机制支持等。更多还原

【Abstract】 The transformation of school curriculum governance reflects the adjustment of social interest structure, which needs to analyze its motivation, content and supporting conditions from the perspective of sociology. The open transformation of the social form needs to give schools the right to make decisions on curriculum; the mobile transformation of the social structure requires multiple subjects to participate in the school curriculum decision-making; the social function transformation of serving people’s livelihood needs to play the value integration role of the school curriculum governance. The main task of school curriculum governance is to resolve social contradictions in the development of school curriculum, whose content and method lie in straightening out the relationship between subjects in school curriculum development and formulating reasonable curriculum standards, resolve the curriculum contradictions through negotiation and dialogue to improve the process of curriculum education, break the closure of schools and standardize social forces to optimize the environment for curriculum education. It is necessary to consider the social support conditions for the transformation of school curriculum governance from the perspective of collective action theory, including the support of social value consensus of curriculum standards, the support of multi-subject coordination mechanism of curriculum development, and the support of evaluation and monitoring mechanism of curriculum operation process and quality.更多还原