【作者】 刘迎春；

【导师】 吴惠青；

【作者基本信息】 浙江师范大学 ， 课程与教学论， 2004， 硕士

【摘要】 教育习俗是课程改革研究中一个重要问题。长期以来我国课程改革存在着对教育习俗的研究严重缺失的现象。但通过对国内外历次重大的课程改革的考察，我们发现教育习俗在课程改革中占有举足轻重的地位，是教育者真正参与课程改革的基本前提。 首先，在借鉴社会学、经济学、民俗学等研究的基础上，阐释了教育习俗的内涵和特点、形成过程及变迁规律。本研究认为教育习俗是在教育共同体中经过外来行为、教育和个人努力的影响下所累积而成并固定下来的，被大部分成员认同并共同遵守的生存方式、思想方式、行动模式和持久的习惯系统；教育习俗具有非理性、复杂性与如是性、民族性与地域性、双重历史性以及潜在性等特征。教育习俗的形成历程是一个从个体的习惯到群体的习俗、从群体的习俗到个体的习性的动态的逻辑演进行程；在课程改革的过程中，教育习俗的变迁规律主要表现为以下三个方面：并非所有的教育习俗在课程制度的变革中都要发生转换、实质性的教育习俗往往阻抗新课程制度的实施和新旧教育习俗必然会发生转换。 其次，主要从两部分讨论教育习俗对课程改革的影响。一方面，教育习俗对课程改革的运行具有保障作用、导向作用、解释预测作用、弥补与扩张作用及强制作用。另一方面，教育习俗通过对课程开发的类型、课程目标的制定、课程文化的选择、课程结构的构成及课程实施的制约从而影响课程改革的具体实施。 第三，描绘了当前我国教育习俗现象的具体体现的九个方面:不断追求变革与创新的传统，教育理念上推崇集体理性，教育价值的社会本位和功利主义取向，教育环境的空间、时间及纪律的控制主义导向，师生关系的教师绝对权威取向，教育内容以教科书和教案为主导，教学过程以预设为主，教育评价上侧重严格的人才筛选制度和集权型的课程管理模式。 最后，论述了当前我国基础教育课程改革如何回应教育习俗的问题。本文认为课程改革的实质就是教育习俗的变迁过程。因此我们要做到以下三点:课程改革不仅要依托社会文化整体氛围，还要尊重现有的良性和积极的教育习俗，而且更为重要的是，课程改革要对现有的教育习俗进行超越和重构。更多还原

【Abstract】 Educational convention is an important issue in the field of curriculum reform research. We can perceive that education conventions may impact the participation of teachers in the process of curriculum reform. However, little attention has been paid to the phenomenon for a long time.Firstly, definition, characteristics, development process and change rules of educational convention are discussed based on views of sociology, economics, folklore and so on. The educational convention develops in an education community through the interaction of external stimulation, educational situation and individual efforts. And it is a stable custom system of living, thinking and acting that obeyed by most members. Educational convention has characteristics of irrationality, complexity, nationality and regionality, double historic, implicit and so on. The formation of educational convention is a dynamic process from individual custom to community convention and then to individual temperament. During the process of curriculum reform, the change rules of educational convention mostly exists as: l)not all of the educational convention shifts during the reform of the curriculum system ;2) the substantial educational convention often resists the implement of the new curriculum system; and 3)the shift is inevitable between the new and the old educational conventions.Secondly, the impacts of educational convention on curriculum reform are discussed. On the one hand, educational convention canguarantee, guide, explain, forecast constraint, and expand the curriculum reform. On the other hand, educational convention impact the curriculum reform by changing the types of curriculum development, the establishment of curriculum target, the selection of curriculum culture, the constitutes of curriculum structure and the restriction of curriculum implement.Thirdly, this paper describes nine aspects of educational conventions phenomena embodied in China. They include :l)the tradition of pursuing innovation and change;2) adoration for collective ration in education brief;3)society-based and utilitarianism-oriented education values; 4) control orientation in space time and disciplinary of education environment; 5)absolutely authorities of teachers in teacher-and-student relationship; 6) the teaching contents based on the text-book and syllabus; 7) predetermine course in teaching; 8) the education evaluation mainly based on personnel selection system; and 9)centralization pattern in curriculum management.Finally, some suggestions are proposed about how to deal with the relationship between educational conventions and curriculum reform. The author suggests that the nature of curriculum reform is a process of change of educational conventions to some extent. Thus, curriculum reform should consider the context of the whole social culture, and concern existing favorable and positive educational conventions. What’s more, we should try to change the existing educational conventions when they block the development of curriculum reform.更多还原