教育变革中的教科书建构
|
摘要
在教育变革的实践中,改革的结果总是与改革启动者美好的初衷相背离,我们将这种现象称为课程异变。这一问题成为许多改革者和研究者心中的梦魇,困扰着教育改革前进的步伐。本文试用课程社会学的方法,以上海二期课改为主要对象,分析教科书的建构系统中的结构与行动者,以及影响结构变迁及行动者行动的资源和规则,以揭示教科书建构的内在机理和影响因素,探明课程异变的原因,求解控制和消解课程异变的实践策略。
论文研究分为六部分:
第1章主要对上海二期课改教科书建构系统进行分析,以揭示教科书建构行动的基本框架。在课程改革的复杂系统中,教科书联接课程研制和课程实施两大子系统,是影响课程异变的最重要因素之一。教科书的建构系统涉及多个行动者,以上海为例,主要包括上海市中小学(幼儿园)课程改革委员会及办公室、上海市教委教研室、教材编写组、审查组、出版社、印刷厂、新华书店、新闻媒体、培训者、评价者、教师、家长和学生等。在教科书建构系统的三大场域——课程改革的动力场、教科书的建构场和教科书的应用场中,行动者主要按照政府部门制定的规则展开行动。
第2章主要对课程方案与课程标准制定过程进行分析,以揭示教科书建构的最高法规——课程方案和课程标准的形成机制。作为官方知识的纲领性文本,课程方案与课程标准规定着教育知识的“最高法规”。在上海二期课改的实践中,二者的制定过程同步互动,具有同质性。由于改革启动者与方案或标准的制定者存在不同的价值取向(前者任务取向,后者是经验取向),在实践中两种价值取向相互博弈,使得最终的文本与改革者的初衷发生一定程度的偏越。制定文本的专家团队常借助于教育理论,通过对课程方案和课程标准的理论化建构完成政府改革意图的教育转化,但这一建构本身在指导改革实践时常存在被误读的风险。
第3章主要对对教科书编写及审查过程的进行分析,以揭示教科书知识选择与组织的基本规律。作为特定教育制度中的国家产品,教科书具有“制度文化”和“法定知识”的性质,其生产过程兼具文化生产及类工艺学的双重特点。以上海二期课改为例,我国现阶段教科书编写至少受到三种力量的影响:以主编为首的教科书编写组、教科书审查组和教科书编辑。他们分别位居教科书生产的三个环节,从各自的经验出发,发展出一套各自的行动准则,建构各自心目中理想的教科书。教科书,常常是三股力量综合影响的结果。因此,以“制度文化”、“法定知识”的形式而呈现的教科书的内容,可能实际上带有一些“非制度的”、“非法定的”的成分。这也即教科书层面的课程异变。
第4章主要对教科书选用过程与机制进行分析,以揭示教科书选择的过程及影响因素。教科书的选择是教科书价值实现的重要环节,会反向作用于教科书的建构行动。谁来选择教科书?如何选择教科书?在我国课改的进程中,从社会学分析的角度,这两个问题实际上可合二为一:谁的偏好(或利益)更有价值?学生、家长、教师、学校、教研员、出版社、教育部、地方教育行政部门,还是地方利益集团?政府为学生和学校实现教科书的选择权而精心设计了一套代理选择制度,并试图以种种政策平衡各利益主体之间的关系,但结果却导致学生失去了对优质教科书的选择权,最终加剧了教育的不平等。这是一个典型的教科书选择的悖论。
第5章主要对对媒体互动中的教科书事件进行分析,以揭示教科书建构系统与社会系统互动的媒体机制。教科书的建构是一个开放系统:一方面,教科书的行动者也通过媒体宣传改革的理念和教科书特点,谋求社会力量的认同和支持:另一方面,各种社会力量主要通过媒体表达立场和观点,对教科书建构施加影响。由于媒体的介入,教科书也更加成为社会建构的产物,是各种社会力量综合影响的结果。在上海二期课改的进程中,这两种力量交互影响,以媒体互动的形式作用于教科书的建构行动。在媒体影响下的二期课改,有些时候会左右摇摆,偏离改革者的初衷。
第6章主要从教师动员的角度分析课程异变的影响因素,以揭示动员教师参与教科书建构的路径及策略。本章以教师动员为切入点,按照路径的不同将教师动员分为三种类型——传播动员、竞争动员、参与动员。其中,传播动员指国家利用行政力量,通过传播媒介,把专家理想形态的课程转化为教师实践形态的课程;竞争动员指通过确立课程改革的价值标准,培育竞争环境,制定竞争规则,实施价值判断,从而实现对教师的创新激励;参与动员指通过课程改革与教师的专业发展的有机结合,实现教师专业能力的持续发展与课程持续创新之间的双赢。据此,考察影响教师参与教科书实践及课程改革的各种变量,提出教师动员的合作动力型路径,以期在教科书的实践层面最大程度地控制和消解课程异变。
通过对教科书建构系统的考察,我们认为课程异变的发生是课程改革系统内不同行动者与所处的结构之间互动的结果。在教科书建构的各个场域,在教科书建构的各个环节,不同行动者之间的偏好(或利益)的不一致是课程异变的本质原因。对行动者行动的规约和调整,以及对行动者所处结构(其所处场域中的资源及规则)的合理安排和调控是控制和消减课程异变的根本方法。
In the practice of educational reform, the results were always deviating from the original purpose of initiators of the reforms, which we called Curriculum Alteration. It is nightmare of many reformers and researchers, which is hindering the process of the educational reform. With the Second-Round School Curriculum Reform in Shanghai as the study object, this thesis focuses on analyzing of Structures and Agents in the construction of textbook as well as resources and regulations, which have effects on the structures' transitions or on the agents' actions. It aims at revealing the internal mechanism and influencing factors of textbook construction, verifying the cause of curriculum alteration and accordingly finding out the practical strategy of controlling and eliminating the alteration.
The thesis consists of 6 chapters:
Chapter 1 is mainly analysis of textbook construct system of the Second-round Curriculum Reform in Shanghai with the purpose of revealing the basic framework of textbook construction. Within the complex curriculum reform system, as the junction of curriculum development and implement, textbook is the most important influencing factor of curriculum alteration. The construct system of textbook involves lots of agents. Taking Shanghai as examples, it mainly involves Shanghai Primary & Secondary Schools (Kindergartens) Curriculum Reform Committee and Office, the Teaching and Research Room of Shanghai Education Commission, the Teaching Materials Writing Group, the Textbook Censorship Group, publishing companies, printing houses, Xinhua bookstores, news media, teacher trainers, teachers、parents and students, and etc. There are 3 fields in the textbook construct system—Power Supply Field of curriculum reform, Constructed Field of textbook and Applied Field of textbook. Agents always act in line with the regulations established by the government.
Chapter 2 focuses on analysis of the decision making process of both course proposal and curriculum standards with the purpose of revealing the top regulation of textbook construction: mechanism of course proposal and curriculum standards. As the programmatic document of official knowledge, course proposal and curriculum standards is the "highest regulation" of Education Knowledge. In the practice of the Second-round Curriculum Reform in Shanghai, the decision-making process of both is homogenous and always of synchronized interaction. Due to the different value orientation of reform initiators and decision makers of the proposals or standards, e.g.: former's task orientation and latter's value orientation, the two kinds of value orientation plays games interactively in practice and leads to the somewhat departure of final texts from the original intention of reformers. The designated expert teams usually will make use of educational theories and complete the educational transformation of the government's intentions by way of theoretical construction of course proposal and curriculum standards, which however will often be misunderstood when applied as guidance of practices.
Chapter 3 is mainly analysis of the writing and censoring process of textbook aiming at disclosing the fundamental rules of textbook knowledge choosing and organizing. As the products of tailor-made educational system of the government, textbook are marked by "institutional culture" and "authorized knowledge", the production processes of which is with dual characteristic of both culture growth and technology. Take the case of the Second-round Curriculum Reform in Shanghai, at the present stage, the writing of teaching material of our country is under the influence of three kinds of forces: textbook writing team, textbook censoring team and textbook editors. Taking lead in the 3 sections of the whole process, they develop their action rules based on their own experiences and try to construct. Therefore the content of textbook, with the forms of "institutional culture" and "authorized knowledge", is likely with non-institutional and non-authorized nature in practice, which is namely curriculum alteration of textbook.
Chapter 4 is analysis on the textbook's selection process and mechanism with the purpose of revealing the whole selection process as well as its relevant influence factors. It is one of the important sections in the realization of textbook' values, which will back act on the construct system of textbook. Who and how to select textbook? In terms of Sociology Analysis, this two in our curriculum reform process is actually two in one: whose preference will be of more value? Students, parents, teachers, schools, education researchers, publishing house, Ministry of Education, local educational administrative departments or local interest group? The government designed a set of agent choice system and tried to make various policies attempting to balance relationships of all different interest groups. However, the result is that students lose the right of selecting high-quality textbook in actual and the inequity in education was intensified. This is a typical counterargue on textbook selection.
Chapter 5 focuses on analysis of textbook events in the media interactions with attempt to reveal the media mechanism in the textbook construct system and social system interaction. Textbook construct system is an open one: one the one hand, agents of textbook hope to publicize their reform ideas and textbook' characteristics and seek for Social Forces' recognition and support by way of media; and on the other hand, such social forces also want to express their position and opinion by media with the hope of exert influence on textbook construction. With intervene of media, textbook becomes the product of social construction and the outcome of the combined actions of various social forces. In the process of the Second-round Curriculum Reform in Shanghai, textbook agents and social forces have interactive influence on each other and exert effect on the textbook construction with the form of media. The second-round curriculum reform, under the influence of media, will swing and even deviate from the original intention of reformers.
Chapter 6 is analysis on curriculum alteration in terms of teacher mobilization and tries to reveal the way and strategy of teachers' participation in textbook construction. In this chapter, teacher mobilization is divided into s types: communication mobilization, competition mobilization and participation mobilization. Communication mobilization refers to transform the experts' ideal curriculum into teachers' practical curriculum using the administrative force and by way of communication media; competition mobilization refers to, by way of establishment of value standards for curriculum reform, foster competitive environment, set competitive rules, implement value judgment and therefore realize the win-win situation between continuous development of teachers' professional capability and continuous innovation of curriculum. Hereby the thesis investigates variables which have influences on teachers' participation in textbook practice and curriculum reform and bring forwards a cooperative dynamic path of teacher mobilization in order to control or even eliminate curriculum alteration to an extreme in the practice of textbook.
Through the investigation on the textbook construct system, the thesis makes a conclusion that curriculum alteration is mainly the result of interaction of different agents with their structure in the curriculum reform system. In different fields and. sections of textbook construct, the various preferences of different agents is the intrinsic reason of curriculum alteration. Accordingly it holds that the essential way to control and eliminate curriculum alteration is to set protocol and regulation on the activity of agents and to make reasonable arrangement and adjustment on the structures agents located, e.g.: resources and rules of the fields agents located.
论文研究分为六部分:
第1章主要对上海二期课改教科书建构系统进行分析,以揭示教科书建构行动的基本框架。在课程改革的复杂系统中,教科书联接课程研制和课程实施两大子系统,是影响课程异变的最重要因素之一。教科书的建构系统涉及多个行动者,以上海为例,主要包括上海市中小学(幼儿园)课程改革委员会及办公室、上海市教委教研室、教材编写组、审查组、出版社、印刷厂、新华书店、新闻媒体、培训者、评价者、教师、家长和学生等。在教科书建构系统的三大场域——课程改革的动力场、教科书的建构场和教科书的应用场中,行动者主要按照政府部门制定的规则展开行动。
第2章主要对课程方案与课程标准制定过程进行分析,以揭示教科书建构的最高法规——课程方案和课程标准的形成机制。作为官方知识的纲领性文本,课程方案与课程标准规定着教育知识的“最高法规”。在上海二期课改的实践中,二者的制定过程同步互动,具有同质性。由于改革启动者与方案或标准的制定者存在不同的价值取向(前者任务取向,后者是经验取向),在实践中两种价值取向相互博弈,使得最终的文本与改革者的初衷发生一定程度的偏越。制定文本的专家团队常借助于教育理论,通过对课程方案和课程标准的理论化建构完成政府改革意图的教育转化,但这一建构本身在指导改革实践时常存在被误读的风险。
第3章主要对对教科书编写及审查过程的进行分析,以揭示教科书知识选择与组织的基本规律。作为特定教育制度中的国家产品,教科书具有“制度文化”和“法定知识”的性质,其生产过程兼具文化生产及类工艺学的双重特点。以上海二期课改为例,我国现阶段教科书编写至少受到三种力量的影响:以主编为首的教科书编写组、教科书审查组和教科书编辑。他们分别位居教科书生产的三个环节,从各自的经验出发,发展出一套各自的行动准则,建构各自心目中理想的教科书。教科书,常常是三股力量综合影响的结果。因此,以“制度文化”、“法定知识”的形式而呈现的教科书的内容,可能实际上带有一些“非制度的”、“非法定的”的成分。这也即教科书层面的课程异变。
第4章主要对教科书选用过程与机制进行分析,以揭示教科书选择的过程及影响因素。教科书的选择是教科书价值实现的重要环节,会反向作用于教科书的建构行动。谁来选择教科书?如何选择教科书?在我国课改的进程中,从社会学分析的角度,这两个问题实际上可合二为一:谁的偏好(或利益)更有价值?学生、家长、教师、学校、教研员、出版社、教育部、地方教育行政部门,还是地方利益集团?政府为学生和学校实现教科书的选择权而精心设计了一套代理选择制度,并试图以种种政策平衡各利益主体之间的关系,但结果却导致学生失去了对优质教科书的选择权,最终加剧了教育的不平等。这是一个典型的教科书选择的悖论。
第5章主要对对媒体互动中的教科书事件进行分析,以揭示教科书建构系统与社会系统互动的媒体机制。教科书的建构是一个开放系统:一方面,教科书的行动者也通过媒体宣传改革的理念和教科书特点,谋求社会力量的认同和支持:另一方面,各种社会力量主要通过媒体表达立场和观点,对教科书建构施加影响。由于媒体的介入,教科书也更加成为社会建构的产物,是各种社会力量综合影响的结果。在上海二期课改的进程中,这两种力量交互影响,以媒体互动的形式作用于教科书的建构行动。在媒体影响下的二期课改,有些时候会左右摇摆,偏离改革者的初衷。
第6章主要从教师动员的角度分析课程异变的影响因素,以揭示动员教师参与教科书建构的路径及策略。本章以教师动员为切入点,按照路径的不同将教师动员分为三种类型——传播动员、竞争动员、参与动员。其中,传播动员指国家利用行政力量,通过传播媒介,把专家理想形态的课程转化为教师实践形态的课程;竞争动员指通过确立课程改革的价值标准,培育竞争环境,制定竞争规则,实施价值判断,从而实现对教师的创新激励;参与动员指通过课程改革与教师的专业发展的有机结合,实现教师专业能力的持续发展与课程持续创新之间的双赢。据此,考察影响教师参与教科书实践及课程改革的各种变量,提出教师动员的合作动力型路径,以期在教科书的实践层面最大程度地控制和消解课程异变。
通过对教科书建构系统的考察,我们认为课程异变的发生是课程改革系统内不同行动者与所处的结构之间互动的结果。在教科书建构的各个场域,在教科书建构的各个环节,不同行动者之间的偏好(或利益)的不一致是课程异变的本质原因。对行动者行动的规约和调整,以及对行动者所处结构(其所处场域中的资源及规则)的合理安排和调控是控制和消减课程异变的根本方法。
In the practice of educational reform, the results were always deviating from the original purpose of initiators of the reforms, which we called Curriculum Alteration. It is nightmare of many reformers and researchers, which is hindering the process of the educational reform. With the Second-Round School Curriculum Reform in Shanghai as the study object, this thesis focuses on analyzing of Structures and Agents in the construction of textbook as well as resources and regulations, which have effects on the structures' transitions or on the agents' actions. It aims at revealing the internal mechanism and influencing factors of textbook construction, verifying the cause of curriculum alteration and accordingly finding out the practical strategy of controlling and eliminating the alteration.
The thesis consists of 6 chapters:
Chapter 1 is mainly analysis of textbook construct system of the Second-round Curriculum Reform in Shanghai with the purpose of revealing the basic framework of textbook construction. Within the complex curriculum reform system, as the junction of curriculum development and implement, textbook is the most important influencing factor of curriculum alteration. The construct system of textbook involves lots of agents. Taking Shanghai as examples, it mainly involves Shanghai Primary & Secondary Schools (Kindergartens) Curriculum Reform Committee and Office, the Teaching and Research Room of Shanghai Education Commission, the Teaching Materials Writing Group, the Textbook Censorship Group, publishing companies, printing houses, Xinhua bookstores, news media, teacher trainers, teachers、parents and students, and etc. There are 3 fields in the textbook construct system—Power Supply Field of curriculum reform, Constructed Field of textbook and Applied Field of textbook. Agents always act in line with the regulations established by the government.
Chapter 2 focuses on analysis of the decision making process of both course proposal and curriculum standards with the purpose of revealing the top regulation of textbook construction: mechanism of course proposal and curriculum standards. As the programmatic document of official knowledge, course proposal and curriculum standards is the "highest regulation" of Education Knowledge. In the practice of the Second-round Curriculum Reform in Shanghai, the decision-making process of both is homogenous and always of synchronized interaction. Due to the different value orientation of reform initiators and decision makers of the proposals or standards, e.g.: former's task orientation and latter's value orientation, the two kinds of value orientation plays games interactively in practice and leads to the somewhat departure of final texts from the original intention of reformers. The designated expert teams usually will make use of educational theories and complete the educational transformation of the government's intentions by way of theoretical construction of course proposal and curriculum standards, which however will often be misunderstood when applied as guidance of practices.
Chapter 3 is mainly analysis of the writing and censoring process of textbook aiming at disclosing the fundamental rules of textbook knowledge choosing and organizing. As the products of tailor-made educational system of the government, textbook are marked by "institutional culture" and "authorized knowledge", the production processes of which is with dual characteristic of both culture growth and technology. Take the case of the Second-round Curriculum Reform in Shanghai, at the present stage, the writing of teaching material of our country is under the influence of three kinds of forces: textbook writing team, textbook censoring team and textbook editors. Taking lead in the 3 sections of the whole process, they develop their action rules based on their own experiences and try to construct. Therefore the content of textbook, with the forms of "institutional culture" and "authorized knowledge", is likely with non-institutional and non-authorized nature in practice, which is namely curriculum alteration of textbook.
Chapter 4 is analysis on the textbook's selection process and mechanism with the purpose of revealing the whole selection process as well as its relevant influence factors. It is one of the important sections in the realization of textbook' values, which will back act on the construct system of textbook. Who and how to select textbook? In terms of Sociology Analysis, this two in our curriculum reform process is actually two in one: whose preference will be of more value? Students, parents, teachers, schools, education researchers, publishing house, Ministry of Education, local educational administrative departments or local interest group? The government designed a set of agent choice system and tried to make various policies attempting to balance relationships of all different interest groups. However, the result is that students lose the right of selecting high-quality textbook in actual and the inequity in education was intensified. This is a typical counterargue on textbook selection.
Chapter 5 focuses on analysis of textbook events in the media interactions with attempt to reveal the media mechanism in the textbook construct system and social system interaction. Textbook construct system is an open one: one the one hand, agents of textbook hope to publicize their reform ideas and textbook' characteristics and seek for Social Forces' recognition and support by way of media; and on the other hand, such social forces also want to express their position and opinion by media with the hope of exert influence on textbook construction. With intervene of media, textbook becomes the product of social construction and the outcome of the combined actions of various social forces. In the process of the Second-round Curriculum Reform in Shanghai, textbook agents and social forces have interactive influence on each other and exert effect on the textbook construction with the form of media. The second-round curriculum reform, under the influence of media, will swing and even deviate from the original intention of reformers.
Chapter 6 is analysis on curriculum alteration in terms of teacher mobilization and tries to reveal the way and strategy of teachers' participation in textbook construction. In this chapter, teacher mobilization is divided into s types: communication mobilization, competition mobilization and participation mobilization. Communication mobilization refers to transform the experts' ideal curriculum into teachers' practical curriculum using the administrative force and by way of communication media; competition mobilization refers to, by way of establishment of value standards for curriculum reform, foster competitive environment, set competitive rules, implement value judgment and therefore realize the win-win situation between continuous development of teachers' professional capability and continuous innovation of curriculum. Hereby the thesis investigates variables which have influences on teachers' participation in textbook practice and curriculum reform and bring forwards a cooperative dynamic path of teacher mobilization in order to control or even eliminate curriculum alteration to an extreme in the practice of textbook.
Through the investigation on the textbook construct system, the thesis makes a conclusion that curriculum alteration is mainly the result of interaction of different agents with their structure in the curriculum reform system. In different fields and. sections of textbook construct, the various preferences of different agents is the intrinsic reason of curriculum alteration. Accordingly it holds that the essential way to control and eliminate curriculum alteration is to set protocol and regulation on the activity of agents and to make reasonable arrangement and adjustment on the structures agents located, e.g.: resources and rules of the fields agents located.
引文
[1][加]迈克·富兰.变革的力量--透视教育改革[M].北京:教育科学出版社,2000:8.
[1]上海教育委员会.上海市第八届教育科学研究获奖成果论文集[G].上海:上海教育出版社,2006:54-58.
[1]单文经.析论抗拒课程改革的原因及其对策:以国民中小学九年一贯课程为例[J].台湾师范大学教育研究集刊(45):15-34.
[2]杨明全.革新课程的参与者--教师参与课程改革的研究[M].上海:上海科技教育出版社,2003:184-186.
[3]同上,187-208.
[4]石欧,彭慧芳.课程改革:在实施中异变的原因与对策[J].课程·教材·教法,2004(3).
[1]周艳,马勇.教师重构课程的社会学分析[J].高等教育研究.2003(1).
[2][美]约翰·古得莱德.一个被称作学校的地方[M].上海:华东师范大学出版社,2006:410.
[3]张人杰.教育大辞典·教育社会学[M].上海:上海教育出版社,1991.
[1]吴刚.教育社会学导论(未出版).
[2]Young,M.F.D.(1971).Knowledge and control." New directions for the sociology of education.London:Collier-Macmillan,
[3]Basil Bernstein.(1990).The Structuring of Pedagogic Discourse:Class,Codes and Control.Vol.Ⅳ,London:Routledge,p.214.
[1]Apple,M,W.(1979).Ideology and curriculum.London:Routledge.
[2]Bourdieu,P.(1990).The logic of practice.Cambridge:Polity Press,pp129-133.
[3]B ourdieu,P.(1990).The logic of practice.Cambridge:Polity Press.pp155-156.
[4]钟启泉.教师“专业化”:理念、制度、课题”[J].教育研究,2001(12).
[5]吴刚.教育社会学的微观分析[J].全球教育展望,2005(8).
[1]Michael Gibbons,Camille Limoges,Helga Nowotny,Simon Schwartzman,Peter Scott,Martin Trow:The new production of knowledge--the dynamics of science and research in contemporary societies.
[2]David & Doune Macdonald.(2001).Teacher voice and ownership of curriculum change.J.Curriculum Studies,Vol.33,No.5,p554.
[1]吴刚.教育社会学的微观分析[J].全球教育展望,2005(8).
[2]吴刚.教育社会学的微观分析[J].全球教育展望,2005(8).
[1]Giroux,H.A.(1991).Modernism,postmodernism,and feminism:Rethinking the boundaries of educational discourse.In H.A.Giroux,(ed.),Postmodernism,feminism,and culture politics.State University of New York Press,p59.
[2]Apple,M,W.(1982).Culture and economic reproduction.London:RKP.
[3]Apple,M,W.(1993).Official knowledge:Democratic Education in a conservative age.New York & London:Routledge.
[1]Giroux,H.A.(1983).Theory and resistance in education.Massachusetts:Bergin & Garvey,p.53.
[1]安东尼·吉登斯.社会的构成[M].上海:三联书店出版社,1998.
[1]同上,第89页.
[2]于海.结构化的行动,行动化的结构--读吉登斯“社会的构成--结构化理论大纲”[J].社会,1998(7).
[1]任丹凤.中小学教科书编制设计的理论与实践研究[D].华东师范大学博士论文,2003.
[1]孙元清.上海市中小学课程改革的进程、问题和解决方法[J].化学教学,2002(1).
[1]陈洪杰.上海市区(县)推进“二期课改”现状与问题的调研报告(未发表).2006-2-20.
[1]根据上海市中小学(幼儿园)课程改革委员会.上海市普通中小学课程方案解读[M].上海:上海教育出版社,2007:19-23.
[1]Benjamin Levin.教育改革一从启动到成果[M].北京:教育科学出版社,2005:13-15.
[2]罗小茗.社会转型中的高中课程改革-以上海“二期课改”为例[D].上海大学博士论文.2007.
[3]埃米尔·涂尔干.职业伦理与公民教育[M].上海:上海人民出版社,2006:41-42.
[4]中共中央国务院关于深化教育改革全面推进素质教育的决定[EB/OL].http://www.moe.edu.cn/edoas/website 18/14/info3314.htm[1999-06-30].
[1]罗小茗.社会转型中的高中课程改革-以上海“二期课改”为例[D].上海大学博士论文.2007.
[2]钟启泉,崔允漷,张华.为了中华民族的复兴,为了每位学生的发展一“基础教育课程改革纲要”解读[M].上海:华东师范大学出版社,2001:3.
[3]国务院关于基础教育改革与发展的决定[国发(2001)21号][EB/OL].http://www.edu.cn/20010907/3000665.shtml[2001-05-29].
[4]国务院关于基础教育改革与发展的决定[国发(2001)21号][EB/OL].http://www.edu.cn/20010907/3000665.shtml[2001-05-29].
[1]上海市中小学(幼儿园)课程改革委员会.上海市普通中小学课程方案解读[M].上海:上海教育出版社,2006.
[2]上海市中小学(幼儿园)课程改革委员会.上海市普通中小学课程方案解读[M].上海:上海教育出版社,2006.
[1]参见吴康宁.学校课程标准的社会形成[J].教育科学,2003(12).须指出的是,吴康宁教授认为仅“课程标准”是教育知识的最高法规,笔者认为“课程方案”与“课程标准”有着同质性。
[2]吴康宁.学校课程标准的社会形成[J].教育科学,2003(12).
[1]上海市教育委员会.上海市普通中小学课程方案(试行稿)[M].上海:上海教育出版社,2004:1.
[2]吴康宁.“课程内容”的社会学释义[J].教育评论,2000(5).
[1]吴康宁.学校课程标准的社会形成[J].教育科学,2003(12).
[2]先进课程有效学习的“蓝本”-上海“二期课改”中小学学科课程标准解读普及手册[N].文汇报,2004.12-10.
[3]访谈,2007年8月。
[1]吴康宁.谁支持改革一兼论教育改革的社会基础[J].教育研究与实验,2007(6).
[1]访谈对象:上海市教委教研室某重要领导;时间:2007年9月。
[1]钟启泉,崔允漷,张华.为了中华民族的复兴为了每位学生的发展-基础教育课程改革纲要(试行)解读[M].上海:华东师范大学出版社,2001.
[2]上海市中小学(幼儿园)课程改革委员会.上海市普通中小学课程方案解读[M].上海:上海教育出版社,2007.
[3]上海市中小学(幼儿园)课程改革委员会.上海市普通中小学课程方案解读[M].上海:上海教育出版社,2007:45.
[1]赵小雅.对话钟启泉教授:义无反顾奏响课程改革进行曲[N].中国教育报,2006-12-15.
[2]赵小雅.对话钟启泉教授:义无反顾奏响课程改革进行曲[N].中国教育报,2006-12-15.
[1]上海市中小学(幼儿园)课程改革委员会.上海市普通中小学课程方案解读[M].上海:上海教育出版社,2007:45.
[2]张悦群.“三维”目标为什么落实不了[J].中学语文教学,2007(3).
[3]查有梁.论新课程改革的“软着陆”[J].(北京师范大学)教育学报,2007(2).
[4]上海二期课改中课程方案与课程标准的雏形是《面向21世纪中小学新课程方案和各学科教育改革行动纲领(研究报告)》,在课程改革初期相当长的一段时间内,该文件一直起着了《课程方案》和《各学科课程标准》的作用。
[1]爱,你准备好了吗?--上海新编初中语文教材直面爱情[J].语文学习,2004(11).
[1]爱,你准备好了吗?--上海新编初中语文教材直面爱情[J].语文学习,2004(11).
[1]王丽.中国语文教育忧.思录[M].北京:教育科学出版社,2001:53.
[2]访谈对象:上海市教委教研室某领导。时间:2006年10月24日。
[1]常亚慧.沉默的力量[D].南京师范大学,200 7.
[2]访谈对象,某出版社编辑,2007年5月。
[1]于建坤.选教材谁说了算?[N].中国教育报,2003-06-19.
[2]于建坤.选教材谁说了算?[N].中国教育报,2003-06-19.
[1]方红峰.论教材选用视野中的教科书评价[J].课程教材教法,2003(7).作者为浙江省教育厅教研室副主任。
[1]于建坤.选教材谁说了算?[N].中国教育报,2003-06-19.
[2]于建坤.选教材谁说了算?[N].中国教育报,2003-06-19. 内幕[N].中国教育报,2005-12-08.
[1]戴劲松.湖北挖出“教育蛀虫”80人[N].中国教育报,2006-06-05.
[2]郭久辉,桂娟,张涛.谁在教辅市场浑水摸鱼?-从河南一起腐败案看辅助教材出版发行内幕[N].中国教育报,2005-12-08.
[1]教育部,国家发展改革委,财政部.关于在全国义务教育阶段学校推行“一费制”收费办法的意见[EB/OL].http://www.moe.edu.cn/edoas/website 18/level3.jsp?tablename=13&infoid=8149.2004-03-17.
[2]教育部、财政部关于印发《免费教科书政府采购工作暂行办法》的通知[EB/OL].http://www.moe.edu.cn/edoas/website 18/65/info 14965.htm.2005-01-29,
[1]刘好光.中小学教材出版开始招投标.[N].中国教育报,2007-02-28.
[3]章回.权利分离,谁为教材质量保险?-中小学教材出版“分段招标”办法多有不妥[N].中国教育报,2007-04-17.
[3]郭少峰.教育部:今春开始中小学部分教科书拟循环使用[N].新京报,2008-01-08.
[1]肖波.新版初中教材直面爱情[N].新民晚报,2004-08-27.
[2]尔夫.弗拉莫里诺文,陈辛.外国人看中国:爱情教育进中学课堂[N].环球时报,2004-10-01.
[1]肖波,新版初中教材直面爱情[N].新民晚报,2004一08-27.
[2]爱,你准备好了吗?--上海新编初中语文教材直面爱情--教材主编范守纲答本刊记者问[J].语文学习,2004(11).
[1]爱,你准备好了吗?--上海新编初中语文教材直面爱情--教材主编范守纲答本刊记者问[J].语文学习,2004(11).
[2]外国人看中国:爱情教育进中学课堂[N].环球时报,2004-10-01.
[3]爱,你准备好了吗?--上海新编初中语文教材直面爱情--教材主编范守纲答本刊记者问[J].语文学习,2004(11).
[1]以上转引自:爱,你准备好了吗?--上海新编初中语文教材直面爱情--教材主编范守纲答本刊记者问[J].语文学习,2004(11).
[1]墨帅.爱情教育也要从娃娃抓起?[N].新京报,2004-09-02.
[1]刘翔进教材的“破冰效应”,光明网,2005-03-25.http://www.gmw.cn/content/2005-O3/25/content_200789.htm.
[2]谁说刘翔进教材不够资格[N].半岛都市报,2005-03-06.
[3]刘翔进教材[N].京华时报,2005-03-09.
[4]中国青年报[N].2005-03-08.
[5]刘翔夺冠被写入教科书现实英雄成为学生最爱[N].南京晨报,2005-03-10.
[6]俞立严.刘翔事迹收入小学语文教材40所学校采用新教材[N].东方早报,2005-03-04.
[7]董纯进.刘翔进教材引争议专家称不能等到他70岁再宣传[N].海峡时报,2005-04-04.
[1]刘翔进教材[N].京华时报,2008-03-09.
[2]刘翔夺冠被写入教科书 现实英雄成为学生最爱[N].南京晨报,2005-03-10.
[3]曾激励一代人成长 五壮士故事退出中小学课本[N].新闻晚报,2005-03-23.
[4]曾激励一代人成长 五壮士故事退出中小学课本[N].新闻晚报,2005-03-23.
[1]奚旭初.“删除”英雄让人悲哀,浙江在线新闻 2005-03-24.http://www.ziol.com.cn/05zic/system/2005/03/24/006078457.shtml.
[2]奚旭初.“删除”英雄让人悲哀,浙江在线新闻 2005-03-24.http://www.zjol.com.cn/O5zjc/system/2005/O3/24/OO6078457.shtml.
[1]教育部:课本中未删除《狼牙山五壮士》[N].燕赵晚报,2005-03-28.
[2]访谈,2008年9月18日。
[1]本部分内容参见:张英,贺靓,等.沪版《历史》:短命的与速成的[N].南方周末,2007-09-12.
[1]本部分内容参见:张英,贺靓,等.沪版《历史》:短命的与速成的[N].南方周末,2007-09-12.
[2]上海:历史教科书改革酝酿八年[N].中国新闻周刊,2006-11-04.
[3]邓艳玲.盖茨取代毛泽东历史不再需要领袖[N].青年周末,2006-09-21.
[4]邓艳玲.盖茨取代毛泽东历史不再需要领袖[N].青年周末,2006-09-21.
[1]邓艳玲.盖茨取代毛泽东历史不再需要领袖[N].青年周末,2006-09-21.
[2]须指出,上海历史教材整套教材包括初一的中国史、初二的世界史、上海乡土史、高一和高三历史,共9册教材。反对者大多根据的是从高一的《历史》教科书中得到的数据(也即《纽约时报》的报道)。
[1]张英,贺靓,等.沪版《历史》:短命的与速成的[N].南方周末,2007-09-12.
[1]主要根据:上海市中小学(幼儿园)课程改革委员会.上海市普通中小学课程方粟解读[M].上海:上海教育出版社,2007.
[2]张英.国家历史课标组组长:历史教科书进入新阶段[N].南方周末,2007-09-12.
[1]王仕民,郑永廷.现代社会条件下的社会动员[J].社会科学,1997(9).
[1]T.E.Deal.(1990).Reframing Reform,Educational Leadership,Vol.47,No.8,p7.
[1]蒋士会.课程变革中的教师[J].广西师范大学学报(哲学社会科学版),2000(6).
[1]胡福贞.论教师的个人话语权[J].教学研究与实验,2002(3).
[1]郑永廷.论现代社会的社会动员[J].中山大学学报(社会科学版),2000(2).
[2]王继平.美国教育的市场化改革及其启示[J].中国成人教育,2000(5).
[1]E.Hoyle.(1992).Micropolitics of Educational Organizations.p.88.
[2]钟启泉.课程设计基础[M].济南:山东教育出版社,1998:418-420.
[3]钟启泉.课程设计基础[M].济南:山东教育出版社,1998:494-512.
[1]胡东芳.论课程政策的价值基础[J].教育发展研究,2002(10).
[2]谢登斌.世纪之交世界课程改革的价值取向[J].广西师范大学学报(哲社版),2002(3).
[3]代建军.课程运作中的教师权利[J].教育理论与实践,2001(6).
[1]Young,Jean H.(1989).Teacher interest in curriculum committees:What factors are involved? Journal of Curriculum Studies,Vol.21,No.4,019.363-367. [2]沈兰.教师参与课程开发:意义与途径[J].全球教育展望,2002(1).
[1]R.H.Lauer and J.C.Lauer.The Experience of Change:tempo and stress,p.522.
[2]吴刚平.课程资源的理论构想[J].教育研究,2001(9).
[1]蒋士会.课程变革中的教师[J].广西师范大学学报(哲学社会科学版),2000(6).
[2]王双兰,张传燧.关于课程改革中教师权利问题的探讨[J].教育评论,2002(2).
[3]吴刚平.课程资源的理论构想[J].教育研究,2001(9).
[1]胡东芳.从国际比较的观点看课程政策的变化趋势[J].教育发展研究,2002(5).
[1]苏东水.产业经济学[M].高等教育出版社,2000:86-90.
[1]粱忠义,等.现代外国教育[M].大连:大连海运学院出版社,1988:11-19.
[1][加]迈克·富兰.变革的力量-透视教育改革[M].北京:教育科学出版社,2000:282-291.
1. Apple, M, W. (1979). Ideology and curriculum. London: Routledge.
2. Apple, M, W. (1982). Culture and economic reproduction. London: RKP.
3. Apple, M, W. (1993). Official knowledge: Democratic Education in a conservative age. New York & London: Routledge.
4. Basil Bernstein. (1990) .The Structuring of Pedagogic Discourse: Class, Codes and Control. Vol. IV, London: Routledge.
5. Bourdieu, P. (1990).The logic of practice. Cambridge: Polity Press.
6. David & Doune Macdonald.(2001).Teacher voice and ownership of curriculum change. J. Curriculum Studies,V61. 33, No. 5.
7. E. Hoyle.(1992). Micropoliticsof Educational Organizations.
8. Giroux, H. A. (1983). Theory and resistance in education. Massachusetts: Bergin & Garvey.
9. Giroux, H. A. (1991). Modernism, postmodernism, and feminism: Rethinking the boundaries of educational discourse. In H. A. Giroux, (ed.), Postmodernism, feminism, and culture politics. State University of New York Press.
10. Michael Gibbons, Camille Limoges, Helga Nowotny, Simon Schwartzman, Peter Scott, Martin Trow: The new production of knowledge——the dynamics of science and research in contemporary societies.
11. Michel Mann. (1980).State and society:1130-1815;An Analysis of English State Finances, in Maurice Zeitlin,ed. Political Power and Social Theory.
12. R. H. Lauer and J.C. Lauer. The Experience of Change: tempo and stress.
13. Raymond Williams (1961).The Long Revolution,ppl25-155, Chatto & Windus.
14. T. E. Deal. (1990) .Refraining Reform, Educational Leadership, Vol.47, No. 8.
15. Theda Skocpol, ed. (1971).Bringing the State back in, Cambridge University Press.
16. Young, Jean H. (1989). Teacher interest in curriculum committees: What factors are involved? Journal of Curriculum Studies, Vol. 21, No. 4,
17. Young, M. F. D. (1971). Knowledge and control: New directions for the sociology of education. London: Collier-Macmillan.
18. A. H. Halsey. (1997) Introduction to Knowledge, Curriculum, and Cultural Politics, Education: Culture, Economy & Society, ed. by A. H. Halsey. Oxford University Press.
19. Alan R. Sadovnik. (2003) Code Theory, Pedagogic Discourse, and Symbolic Control, Education and Sociology.
20. Atkinson Paul. (1985) Language, Structure and Reproduction: An Introduction to Sociology of Basil Bernstein, London: Methuen.
21. Basil Bernstein. (1997) Class and Pedagogies: Visible and Invisible, Education: Culture, Economy & Society, ed. by A. H. Halsey. Oxford University Press.
22. Basil Bernstein. (1975) Toward a Theory of Educational Transmissions: Class, Codes and Control. Vol.Ⅲ, London: Routledge.
23. Basil Bernstein. (1990) The Structuring of Pedagogic Discourse: Class, Codes and Control. Vol. Ⅳ, London: Routledge.
24. Basil Bernstein.(2000) Pedagogy, Symbolic Control and Identity: Theory, Research, Critique, Rowman & Littlefield Publishers.
25. Emile Durkheim. (1978) On Institutional Analysis, trans. Mark Traugott, Chicago: The University of Chicago.
26. Margarete E. Goertz. (1998) The Finance of American Public Education: Equity, Adequacy and Efficiency, Handbook of Educational Policy, ed. by Gregory J. Cizek, Academic Press.
27. Keddie, N. (1971) Classroom Knowledge, ed by M. Young ,Knowledge and Control, Collier-Macmillan.
28. Lisa D. Delpit. (1997) The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children, Education: Culture, Economy & Society, ed. by A. H. Halsey, Oxford University Press.
29. Michelle Fine. (1997) Parent Involvement: Reflections on Parents, Power, and Urban Public Schools, Education: Culture, Economy & Society, ed. by A. H. Halsey, Oxford University Press.
30. Michael Alexander Kirwood Halliday. (1978). Language as Social Semiotic: the Social Interpretation of Language and Meaning, London: Armold.
31. Michael Alexander Kirwood Halliday. (1987). New Developments in Systemic Linguistics, London: Frances Pinter.
32. Michael Stubbs. (1983) Discourse Analysis: the Socio-linguistic Analysis of Natural Language.
33.Pierre Bourdieu.(1987) In Other Words:Essays Towards a Reflexive Sociology,trans.Matthew Adamson,Polity Press.
34.Pierre Bourdieu.(1997) The Forms of Capital,Education:Culture,Economy &Society,ed by A.H.Halsey,Oxford University Press.
35.Pierre Bourdieu.(1977) Reproduction in Education,Society & Culture,London:Sage.
36.Pierre Bourdieu.(2003) Language Theory of Bourdieu,
37.http://bank.rug.ac.be/da/da.htm
38.R.Driver.(1999) Perspectives on the Nature of Science,Knowledge and Learning,ed.by Robert McCormick.London:The Open University.
39.Ronald Wardhaugb.(1986) An Introduction to Socio-linguistics,Basil Blackwell World Publishing Corp.
40.Sarah Theule Lubienski.(2003) Celebrating Diversity and Denying Disparities:A Critical Assessment,Educational Research.
1.[加]迈克·富兰.变革的力量一透视教育改革[M].北京:教育科学出版社,2000.
2.[美]约翰·古得莱德.一个被称作学校的地方[M].上海:华东师范大学出版社,2006.
3.Benjamin Levin.教育改革-从启动到成果[M].北京:教育科学出版社,2005.
4.埃米尔·涂尔干.职业伦理与公民教育[M].上海:上海人民出版社,2006.
5.爱,你准备好了吗?--上海新编初中语文教材直面爱情[J].语文学习,2004(11).
6.安东尼·吉登斯.社会的构成[M]//李康,李猛,译,上海:三联书店出版社,1998.
7.查有梁.论新课程改革的“软着陆”[J].(北京师范大学)教育学报,2007(2).
8.常亚慧.沉默的力量[D].南京师范大学,2007.
9.陈洪杰.上海市区(县)推进“二期课改”现状与问题的调研报告(未发表).2006-2-20.
10.代建军.课程运作中的教师权利[J].教育理论与实践,2001(6).
11.戴劲松.湖北挖出“教育蛀虫”80人[N].中国教育报,2006-06-05.
12.单文经.析论抗拒课程改革的原因及其对策:以国民中小学九年一贯课程为例[J].台湾师范大学教育研究集刊(45).
13.邓艳玲.盖茨取代毛泽东历史不再需要领袖[N].青年周末,2006-09-21.
14.董纯进.刘翔进教材引争议专家称不能等到他70岁再宣传[N].海峡时报,2005-04-04.
15.尔夫.弗拉莫里诺文,陈辛.外国人看中国:爱情教育进中学课堂[N].环球时报,2004-10-01.
16.方红峰.论教材选用视野中的教科书评价[J].课程教材教法,2003(7).
17.郭久辉,桂娟,张涛.谁在教辅市场浑水摸鱼?-从河南一起腐败案看辅助教材出版发行内幕[N].中国教育报,2005-12-08.
18.郭少峰.教育部:今春开始中小学部分教科书拟循环使用[N].新京报,2008-01-08.
19.国务院关于基础教育改革与发展的决定[国发(2001)21号][EB/OL].http://www.edu.cn/20010907/3000665.shtml[2001-05-29].
20,国务院转批教育部颁布.面向21世纪教育振兴行动计划,1999年1月.
21.胡东芳.从国际比较的观点看课程政策的变化趋势[J].教育发展研究,2002(5).
22.胡东芳.论课程政策的价值基础[J].教育发展研究,2002(10).
23.胡福贞.论教师的个人话语权[J].教学研究与实验,2002(3).
24.蒋士会.课程变革中的教师[J].广西师范大学学报(哲学社会科学版),2000(6).
25.教育部,国家发展改革委,财政部.关于在全国义务教育阶段学校推行“一费制”收费办法的意见[EB/OL].http://www.moe.edu.cn/edoas/websitel 8/level3.jsp?tablename=13&in foid=8149.2004-03-17.
26.教育部、财政部关于印发《免费教科书政府采购工作暂行办法》的通知[EB/OL].http://www.moe.edu.cn/edoas/website 18/65/info 14965.htm.2005-01-29.
27.教育部.2007年全国教育事业发展统计公报[DB/OL].http://www.moe.edu.cn/edoas/website 18/level3.j sp?tablename=1213844589608666&infoid=1213855326367694&title=2007%C4%EA%C8%AB%B9%FA%BD%CC%D3%FD%CA%C2%D2%B5%B7%A2%D5%B9%CD%B3%B C%C6%B9%AB%B1%A8.
28.教育部.基础教育课程改革纲要(试行) [EB/OL].http://www.moe.edu.cn/edoas/website 18/43/info 12843.htm.
29.教育部.普通高中语文课程标准(实验)[M].北京:人民教育出版社,2003.
30.教育部:课本中未删除《狼牙山五壮士》[N].燕赵晚报,2005-03-28.
31.粱忠义,等.现代外国教育[M].大连:大连海运学院出版社,1988.
32.刘好光.中小学教材出版开始招投标.[N].中国教育报,2007-02-28.
33.刘翔夺冠被写入教科书 现实英雄成为学生最爱[N].南京晨报,2005-03-10.
34.刘翔进教材[N].京华时报,2005-03-09.
35.刘翔进教材的“破冰效应”,光明网,2005-03-25.http://www.grnw.cn/content/2005-03/25/content_200789.htm.
36.罗小茗.社会转型中的高中课程改革-以上海“二期课改”为例[D].上海大学博士论文.2007.
37.墨帅.爱情教育也要从娃娃抓起?[N].新京报,2004-09-02.
38.任丹凤.中小学教科书编制设计的理论与实践研究[D].华东师范大学博士论文,2003.
39.上海:历史教科书改革酝酿八年[N].中国新闻周刊,2006-11-04.
40.上海教育委员会.上海市第八届教育科学研究获奖成果论文集[G].上海:上海教育出版社,2006.
41.上海市教育委员会.面向21世纪中小学新课程方案和各学科家与改革行动纲领(研究报告)[M].上海:上海教育出版社,1999.
42.上海市教育委员会.上海市普通中小学课程方案(试行稿)[M].上海:上海教育出版社,2004.
43.上海市教育委员会.上海市普通中小学课程方案(试行稿)[M].上海:上海教育出版社,2004:
44.上海市教育委员会.上海市中小学语文课程标准[M].上海:上海教育出版社,2004.
45.上海市教育委员会.上海市中学历史课程标准(试行稿)[M].上海:上海教育出版社,2004.
46.上海市教育委员会办公室.上海市中小学2006学年度课程计划及其说明,沪教委基[2006]43号.
47.上海市教育委员会办公室.上海市中小学课程改革试验基地学校2006学年课程试验计划的通知,沪教委基[2006]42号.
48.上海市中小学(幼儿园)课程改革委员会.上海市普通中小学课程方案解读[M].上海:上海教育出版社,2006.
49.上海市中小学课程教材改革委员会办公室.教材编制指南[M].上海:上海 教育出版社,2001.
50.上海中小学课程教材委员会办公室.上海市中小学研究型课程指南(征求意见稿)[M].上海:上海教育出版社,2002.
51.沈兰.教师参与课程开发:意义与途径[J].全球教育展望,2002(1).
52.施路赫特.理性化与官僚化--对韦伯之研究与诠释[M].南宁:广西师范大学出版社,2004.
53.石欧,彭慧芳.课程改革:在实施中异变的原因与对策[J].课程·教材·教法,2004(3).
54.石伟平.M.杨的社会课程论概述[J].外国教育资料,1999(3).
55.石伟平.伯恩斯坦的社会课程论概述[J].外国教育资料,1999(5).
56.谁说刘翔进教材不够资格[N].半岛都市报,2005-03-06.
57.苏东水.产业经济学[M].高等教育出版社,2000:86-90.
58.苏军.基础教育在上海[M].上海:上海教育出版社,2005.
59.孙元清.上海市中小学课程改革的进程、问题和解决方法[J].化学教学,2002(1).
60.唐骏.教科书30年变脸记:从没有课本到百家争鸣[N].京华时报,2008-11-10.
61.外国人看中国:爱情教育进中学课堂[N].环球时报,2004-10-01.
62.王继平.美国教育的市场化改革及其启示[J].中国成人教育,2000(5).
63.王丽.中国语文教育忧思录[M].北京:教育科学出版社,2001:53.
64.王蓉,罗云,张莉娟.我国中小学教科书之供给机制探讨[DB/OL].http://www.edu.cn/20030228/3078600_6.shtml.
65.王仕民,郑永廷.现代社会条件下的社会动员[J].社会科学,1997(9).
66.王双兰,张传燧.关于课程改革中教师权利问题的探讨[J].教育评论,2002(2).
67.韦伯.韦伯作品集(Ⅴ).中国的宗教宗教与世界[M].南宁:广西师范大学出版社,2004.
68.韦伯.韦伯作品集(Ⅻ):新教伦理与资本主义精神[M].南宁:广西师范大学出版社,2007.
69.吴刚.教育社会学导论(未出版).
70.吴刚.教育社会学的微观分析[J].全球教育展望,2005(8).
71.吴刚.文化霸权与课程(上、下)[J].外国教育资料,1997(3-4).
72.吴刚.知识演化与社会控制[M].北京:教育科学出版社,2002.
73.吴刚平.课程资源的理论构想[J].教育研究,2001(9).
74.吴康宁.“课程内容”的社会学释义[J].教育评论,2000(5).
75.吴康宁.谁支持改革-兼论教育改革的社会基础[J].教育研究与实验,2007(6).
76.吴康宁.学校课程标准的社会形成[J].教育科学,2003(12).
77.奚旭初.“删除”英雄让人悲哀,浙江在线新闻2005-03-24.http://www.zjol.com.cn/05zjc/system/2005/03/24/006078457.sht ml.
78.先进课程有效学习的“蓝本”-上海“二期课改”中小学学科课程标准解读普及手册[N].文汇报,2004-12-10.
79.肖波.新版初中教材直面爱情[N].新民晚报,2004-08-27.
80.肖波.新版初中教材直面爱隋[N].新民晚报,2004-08-27.
81.谢登斌.世纪之交世界课程改革的价值取向[J].广西师范大学学报(哲社版),2002(3).
82.徐敏.篇数增加一半多上海中小学语文将有新课标[N].解放日报,2004-10-24.
83.杨明全.革新课程的参与者一教师参与课程改革的研究[M].上海:上海科技教育出版社,2003.
84.于海.结构化的行动,行动化的结构--读吉登斯“社会的构成--结构化理论大纲”[J].社会,1998(7).
85.于建坤.选教材谁说了算?[N].中国教育报,2003-06-19.
86.俞立严.刘翔事迹收入小学语文教材40所学校采用新教材[N].东方早报,2005-03-04.
87.语文课程标准[EB/OL].http://www.being.org.cn/ncs/chn/chn.htm.
88.曾激励一代人成长 五壮士故事退出中小学课本[N].新闻晚报,2005-03-23.
89.曾激励一代人成长 五壮士故事退出中小学课本[N].新闻晚报,2005-03-23.
90.张人杰.教育大辞典·教育社会学[M].上海:上海教育出版社,1991.
91.张英,贺靓,等.沪版《历史》:短命的与速成的[N].南方周末,2007-09-12.
92.张英.国家历史课标组组长:历史教科书进入新阶段[N].南方周末,2007-09-12.
93.张悦群.“三维”目标为什么落实不了[J].中学语文教学,2007(3).
94.章回.权利分离,谁为教材质量保险?-中小学教材出版“分段招标”办法多有不妥[N].中国教育报,2007-04-17.
95.赵小雅.对话钟启泉教授:义无反顾奏响课程改革进行曲[N].中国教育报,2006-12-15.
96.郑永廷.论现代社会的社会动员[J].中山大学学报(社会科学版),2000(2).
97.中共中央国务院关于深化教育改革全面推进素质教育的决定[EB/OL].http://www.moe.edu.cn/edoas/website 18/14/info3314.htm[1999-06-30].
98.中国青年报[N].2005-03-08.
99.中华人民共和国教育部.普通高中课程方案(实验)[M].北京:人民教育出版社,2003.
100.钟启泉,崔允漷,张华.为了中华民族的复兴为了每位学生的发展-基础教育课程改革纲要(试行)解读[M].上海:华东师范大学出版社,2001.
101.钟启泉,崔允都,张华.为了中华民族的复兴,为了每位学生的发展-“基础教育课程改革纲要”解读[M].上海:华东师范大学出版社,2001:3.
102.钟启泉.“学校知识”与课程标准[J].教育研究,2000(1).
103.钟启泉.教师“专业化”:理念、制度、课题”[J].教育研究,2001(12).
104.钟启泉.课程设计基础[M].济南:山东教育出版社,1998.
105.周艳,马勇.教师重构课程的社会学分析[J].高等教育研究.2003(1).
[1]上海教育委员会.上海市第八届教育科学研究获奖成果论文集[G].上海:上海教育出版社,2006:54-58.
[1]单文经.析论抗拒课程改革的原因及其对策:以国民中小学九年一贯课程为例[J].台湾师范大学教育研究集刊(45):15-34.
[2]杨明全.革新课程的参与者--教师参与课程改革的研究[M].上海:上海科技教育出版社,2003:184-186.
[3]同上,187-208.
[4]石欧,彭慧芳.课程改革:在实施中异变的原因与对策[J].课程·教材·教法,2004(3).
[1]周艳,马勇.教师重构课程的社会学分析[J].高等教育研究.2003(1).
[2][美]约翰·古得莱德.一个被称作学校的地方[M].上海:华东师范大学出版社,2006:410.
[3]张人杰.教育大辞典·教育社会学[M].上海:上海教育出版社,1991.
[1]吴刚.教育社会学导论(未出版).
[2]Young,M.F.D.(1971).Knowledge and control." New directions for the sociology of education.London:Collier-Macmillan,
[3]Basil Bernstein.(1990).The Structuring of Pedagogic Discourse:Class,Codes and Control.Vol.Ⅳ,London:Routledge,p.214.
[1]Apple,M,W.(1979).Ideology and curriculum.London:Routledge.
[2]Bourdieu,P.(1990).The logic of practice.Cambridge:Polity Press,pp129-133.
[3]B ourdieu,P.(1990).The logic of practice.Cambridge:Polity Press.pp155-156.
[4]钟启泉.教师“专业化”:理念、制度、课题”[J].教育研究,2001(12).
[5]吴刚.教育社会学的微观分析[J].全球教育展望,2005(8).
[1]Michael Gibbons,Camille Limoges,Helga Nowotny,Simon Schwartzman,Peter Scott,Martin Trow:The new production of knowledge--the dynamics of science and research in contemporary societies.
[2]David & Doune Macdonald.(2001).Teacher voice and ownership of curriculum change.J.Curriculum Studies,Vol.33,No.5,p554.
[1]吴刚.教育社会学的微观分析[J].全球教育展望,2005(8).
[2]吴刚.教育社会学的微观分析[J].全球教育展望,2005(8).
[1]Giroux,H.A.(1991).Modernism,postmodernism,and feminism:Rethinking the boundaries of educational discourse.In H.A.Giroux,(ed.),Postmodernism,feminism,and culture politics.State University of New York Press,p59.
[2]Apple,M,W.(1982).Culture and economic reproduction.London:RKP.
[3]Apple,M,W.(1993).Official knowledge:Democratic Education in a conservative age.New York & London:Routledge.
[1]Giroux,H.A.(1983).Theory and resistance in education.Massachusetts:Bergin & Garvey,p.53.
[1]安东尼·吉登斯.社会的构成[M].上海:三联书店出版社,1998.
[1]同上,第89页.
[2]于海.结构化的行动,行动化的结构--读吉登斯“社会的构成--结构化理论大纲”[J].社会,1998(7).
[1]任丹凤.中小学教科书编制设计的理论与实践研究[D].华东师范大学博士论文,2003.
[1]孙元清.上海市中小学课程改革的进程、问题和解决方法[J].化学教学,2002(1).
[1]陈洪杰.上海市区(县)推进“二期课改”现状与问题的调研报告(未发表).2006-2-20.
[1]根据上海市中小学(幼儿园)课程改革委员会.上海市普通中小学课程方案解读[M].上海:上海教育出版社,2007:19-23.
[1]Benjamin Levin.教育改革一从启动到成果[M].北京:教育科学出版社,2005:13-15.
[2]罗小茗.社会转型中的高中课程改革-以上海“二期课改”为例[D].上海大学博士论文.2007.
[3]埃米尔·涂尔干.职业伦理与公民教育[M].上海:上海人民出版社,2006:41-42.
[4]中共中央国务院关于深化教育改革全面推进素质教育的决定[EB/OL].http://www.moe.edu.cn/edoas/website 18/14/info3314.htm[1999-06-30].
[1]罗小茗.社会转型中的高中课程改革-以上海“二期课改”为例[D].上海大学博士论文.2007.
[2]钟启泉,崔允漷,张华.为了中华民族的复兴,为了每位学生的发展一“基础教育课程改革纲要”解读[M].上海:华东师范大学出版社,2001:3.
[3]国务院关于基础教育改革与发展的决定[国发(2001)21号][EB/OL].http://www.edu.cn/20010907/3000665.shtml[2001-05-29].
[4]国务院关于基础教育改革与发展的决定[国发(2001)21号][EB/OL].http://www.edu.cn/20010907/3000665.shtml[2001-05-29].
[1]上海市中小学(幼儿园)课程改革委员会.上海市普通中小学课程方案解读[M].上海:上海教育出版社,2006.
[2]上海市中小学(幼儿园)课程改革委员会.上海市普通中小学课程方案解读[M].上海:上海教育出版社,2006.
[1]参见吴康宁.学校课程标准的社会形成[J].教育科学,2003(12).须指出的是,吴康宁教授认为仅“课程标准”是教育知识的最高法规,笔者认为“课程方案”与“课程标准”有着同质性。
[2]吴康宁.学校课程标准的社会形成[J].教育科学,2003(12).
[1]上海市教育委员会.上海市普通中小学课程方案(试行稿)[M].上海:上海教育出版社,2004:1.
[2]吴康宁.“课程内容”的社会学释义[J].教育评论,2000(5).
[1]吴康宁.学校课程标准的社会形成[J].教育科学,2003(12).
[2]先进课程有效学习的“蓝本”-上海“二期课改”中小学学科课程标准解读普及手册[N].文汇报,2004.12-10.
[3]访谈,2007年8月。
[1]吴康宁.谁支持改革一兼论教育改革的社会基础[J].教育研究与实验,2007(6).
[1]访谈对象:上海市教委教研室某重要领导;时间:2007年9月。
[1]钟启泉,崔允漷,张华.为了中华民族的复兴为了每位学生的发展-基础教育课程改革纲要(试行)解读[M].上海:华东师范大学出版社,2001.
[2]上海市中小学(幼儿园)课程改革委员会.上海市普通中小学课程方案解读[M].上海:上海教育出版社,2007.
[3]上海市中小学(幼儿园)课程改革委员会.上海市普通中小学课程方案解读[M].上海:上海教育出版社,2007:45.
[1]赵小雅.对话钟启泉教授:义无反顾奏响课程改革进行曲[N].中国教育报,2006-12-15.
[2]赵小雅.对话钟启泉教授:义无反顾奏响课程改革进行曲[N].中国教育报,2006-12-15.
[1]上海市中小学(幼儿园)课程改革委员会.上海市普通中小学课程方案解读[M].上海:上海教育出版社,2007:45.
[2]张悦群.“三维”目标为什么落实不了[J].中学语文教学,2007(3).
[3]查有梁.论新课程改革的“软着陆”[J].(北京师范大学)教育学报,2007(2).
[4]上海二期课改中课程方案与课程标准的雏形是《面向21世纪中小学新课程方案和各学科教育改革行动纲领(研究报告)》,在课程改革初期相当长的一段时间内,该文件一直起着了《课程方案》和《各学科课程标准》的作用。
[1]爱,你准备好了吗?--上海新编初中语文教材直面爱情[J].语文学习,2004(11).
[1]爱,你准备好了吗?--上海新编初中语文教材直面爱情[J].语文学习,2004(11).
[1]王丽.中国语文教育忧.思录[M].北京:教育科学出版社,2001:53.
[2]访谈对象:上海市教委教研室某领导。时间:2006年10月24日。
[1]常亚慧.沉默的力量[D].南京师范大学,200 7.
[2]访谈对象,某出版社编辑,2007年5月。
[1]于建坤.选教材谁说了算?[N].中国教育报,2003-06-19.
[2]于建坤.选教材谁说了算?[N].中国教育报,2003-06-19.
[1]方红峰.论教材选用视野中的教科书评价[J].课程教材教法,2003(7).作者为浙江省教育厅教研室副主任。
[1]于建坤.选教材谁说了算?[N].中国教育报,2003-06-19.
[2]于建坤.选教材谁说了算?[N].中国教育报,2003-06-19. 内幕[N].中国教育报,2005-12-08.
[1]戴劲松.湖北挖出“教育蛀虫”80人[N].中国教育报,2006-06-05.
[2]郭久辉,桂娟,张涛.谁在教辅市场浑水摸鱼?-从河南一起腐败案看辅助教材出版发行内幕[N].中国教育报,2005-12-08.
[1]教育部,国家发展改革委,财政部.关于在全国义务教育阶段学校推行“一费制”收费办法的意见[EB/OL].http://www.moe.edu.cn/edoas/website 18/level3.jsp?tablename=13&infoid=8149.2004-03-17.
[2]教育部、财政部关于印发《免费教科书政府采购工作暂行办法》的通知[EB/OL].http://www.moe.edu.cn/edoas/website 18/65/info 14965.htm.2005-01-29,
[1]刘好光.中小学教材出版开始招投标.[N].中国教育报,2007-02-28.
[3]章回.权利分离,谁为教材质量保险?-中小学教材出版“分段招标”办法多有不妥[N].中国教育报,2007-04-17.
[3]郭少峰.教育部:今春开始中小学部分教科书拟循环使用[N].新京报,2008-01-08.
[1]肖波.新版初中教材直面爱情[N].新民晚报,2004-08-27.
[2]尔夫.弗拉莫里诺文,陈辛.外国人看中国:爱情教育进中学课堂[N].环球时报,2004-10-01.
[1]肖波,新版初中教材直面爱情[N].新民晚报,2004一08-27.
[2]爱,你准备好了吗?--上海新编初中语文教材直面爱情--教材主编范守纲答本刊记者问[J].语文学习,2004(11).
[1]爱,你准备好了吗?--上海新编初中语文教材直面爱情--教材主编范守纲答本刊记者问[J].语文学习,2004(11).
[2]外国人看中国:爱情教育进中学课堂[N].环球时报,2004-10-01.
[3]爱,你准备好了吗?--上海新编初中语文教材直面爱情--教材主编范守纲答本刊记者问[J].语文学习,2004(11).
[1]以上转引自:爱,你准备好了吗?--上海新编初中语文教材直面爱情--教材主编范守纲答本刊记者问[J].语文学习,2004(11).
[1]墨帅.爱情教育也要从娃娃抓起?[N].新京报,2004-09-02.
[1]刘翔进教材的“破冰效应”,光明网,2005-03-25.http://www.gmw.cn/content/2005-O3/25/content_200789.htm.
[2]谁说刘翔进教材不够资格[N].半岛都市报,2005-03-06.
[3]刘翔进教材[N].京华时报,2005-03-09.
[4]中国青年报[N].2005-03-08.
[5]刘翔夺冠被写入教科书现实英雄成为学生最爱[N].南京晨报,2005-03-10.
[6]俞立严.刘翔事迹收入小学语文教材40所学校采用新教材[N].东方早报,2005-03-04.
[7]董纯进.刘翔进教材引争议专家称不能等到他70岁再宣传[N].海峡时报,2005-04-04.
[1]刘翔进教材[N].京华时报,2008-03-09.
[2]刘翔夺冠被写入教科书 现实英雄成为学生最爱[N].南京晨报,2005-03-10.
[3]曾激励一代人成长 五壮士故事退出中小学课本[N].新闻晚报,2005-03-23.
[4]曾激励一代人成长 五壮士故事退出中小学课本[N].新闻晚报,2005-03-23.
[1]奚旭初.“删除”英雄让人悲哀,浙江在线新闻 2005-03-24.http://www.ziol.com.cn/05zic/system/2005/03/24/006078457.shtml.
[2]奚旭初.“删除”英雄让人悲哀,浙江在线新闻 2005-03-24.http://www.zjol.com.cn/O5zjc/system/2005/O3/24/OO6078457.shtml.
[1]教育部:课本中未删除《狼牙山五壮士》[N].燕赵晚报,2005-03-28.
[2]访谈,2008年9月18日。
[1]本部分内容参见:张英,贺靓,等.沪版《历史》:短命的与速成的[N].南方周末,2007-09-12.
[1]本部分内容参见:张英,贺靓,等.沪版《历史》:短命的与速成的[N].南方周末,2007-09-12.
[2]上海:历史教科书改革酝酿八年[N].中国新闻周刊,2006-11-04.
[3]邓艳玲.盖茨取代毛泽东历史不再需要领袖[N].青年周末,2006-09-21.
[4]邓艳玲.盖茨取代毛泽东历史不再需要领袖[N].青年周末,2006-09-21.
[1]邓艳玲.盖茨取代毛泽东历史不再需要领袖[N].青年周末,2006-09-21.
[2]须指出,上海历史教材整套教材包括初一的中国史、初二的世界史、上海乡土史、高一和高三历史,共9册教材。反对者大多根据的是从高一的《历史》教科书中得到的数据(也即《纽约时报》的报道)。
[1]张英,贺靓,等.沪版《历史》:短命的与速成的[N].南方周末,2007-09-12.
[1]主要根据:上海市中小学(幼儿园)课程改革委员会.上海市普通中小学课程方粟解读[M].上海:上海教育出版社,2007.
[2]张英.国家历史课标组组长:历史教科书进入新阶段[N].南方周末,2007-09-12.
[1]王仕民,郑永廷.现代社会条件下的社会动员[J].社会科学,1997(9).
[1]T.E.Deal.(1990).Reframing Reform,Educational Leadership,Vol.47,No.8,p7.
[1]蒋士会.课程变革中的教师[J].广西师范大学学报(哲学社会科学版),2000(6).
[1]胡福贞.论教师的个人话语权[J].教学研究与实验,2002(3).
[1]郑永廷.论现代社会的社会动员[J].中山大学学报(社会科学版),2000(2).
[2]王继平.美国教育的市场化改革及其启示[J].中国成人教育,2000(5).
[1]E.Hoyle.(1992).Micropolitics of Educational Organizations.p.88.
[2]钟启泉.课程设计基础[M].济南:山东教育出版社,1998:418-420.
[3]钟启泉.课程设计基础[M].济南:山东教育出版社,1998:494-512.
[1]胡东芳.论课程政策的价值基础[J].教育发展研究,2002(10).
[2]谢登斌.世纪之交世界课程改革的价值取向[J].广西师范大学学报(哲社版),2002(3).
[3]代建军.课程运作中的教师权利[J].教育理论与实践,2001(6).
[1]Young,Jean H.(1989).Teacher interest in curriculum committees:What factors are involved? Journal of Curriculum Studies,Vol.21,No.4,019.363-367. [2]沈兰.教师参与课程开发:意义与途径[J].全球教育展望,2002(1).
[1]R.H.Lauer and J.C.Lauer.The Experience of Change:tempo and stress,p.522.
[2]吴刚平.课程资源的理论构想[J].教育研究,2001(9).
[1]蒋士会.课程变革中的教师[J].广西师范大学学报(哲学社会科学版),2000(6).
[2]王双兰,张传燧.关于课程改革中教师权利问题的探讨[J].教育评论,2002(2).
[3]吴刚平.课程资源的理论构想[J].教育研究,2001(9).
[1]胡东芳.从国际比较的观点看课程政策的变化趋势[J].教育发展研究,2002(5).
[1]苏东水.产业经济学[M].高等教育出版社,2000:86-90.
[1]粱忠义,等.现代外国教育[M].大连:大连海运学院出版社,1988:11-19.
[1][加]迈克·富兰.变革的力量-透视教育改革[M].北京:教育科学出版社,2000:282-291.
1. Apple, M, W. (1979). Ideology and curriculum. London: Routledge.
2. Apple, M, W. (1982). Culture and economic reproduction. London: RKP.
3. Apple, M, W. (1993). Official knowledge: Democratic Education in a conservative age. New York & London: Routledge.
4. Basil Bernstein. (1990) .The Structuring of Pedagogic Discourse: Class, Codes and Control. Vol. IV, London: Routledge.
5. Bourdieu, P. (1990).The logic of practice. Cambridge: Polity Press.
6. David & Doune Macdonald.(2001).Teacher voice and ownership of curriculum change. J. Curriculum Studies,V61. 33, No. 5.
7. E. Hoyle.(1992). Micropoliticsof Educational Organizations.
8. Giroux, H. A. (1983). Theory and resistance in education. Massachusetts: Bergin & Garvey.
9. Giroux, H. A. (1991). Modernism, postmodernism, and feminism: Rethinking the boundaries of educational discourse. In H. A. Giroux, (ed.), Postmodernism, feminism, and culture politics. State University of New York Press.
10. Michael Gibbons, Camille Limoges, Helga Nowotny, Simon Schwartzman, Peter Scott, Martin Trow: The new production of knowledge——the dynamics of science and research in contemporary societies.
11. Michel Mann. (1980).State and society:1130-1815;An Analysis of English State Finances, in Maurice Zeitlin,ed. Political Power and Social Theory.
12. R. H. Lauer and J.C. Lauer. The Experience of Change: tempo and stress.
13. Raymond Williams (1961).The Long Revolution,ppl25-155, Chatto & Windus.
14. T. E. Deal. (1990) .Refraining Reform, Educational Leadership, Vol.47, No. 8.
15. Theda Skocpol, ed. (1971).Bringing the State back in, Cambridge University Press.
16. Young, Jean H. (1989). Teacher interest in curriculum committees: What factors are involved? Journal of Curriculum Studies, Vol. 21, No. 4,
17. Young, M. F. D. (1971). Knowledge and control: New directions for the sociology of education. London: Collier-Macmillan.
18. A. H. Halsey. (1997) Introduction to Knowledge, Curriculum, and Cultural Politics, Education: Culture, Economy & Society, ed. by A. H. Halsey. Oxford University Press.
19. Alan R. Sadovnik. (2003) Code Theory, Pedagogic Discourse, and Symbolic Control, Education and Sociology.
20. Atkinson Paul. (1985) Language, Structure and Reproduction: An Introduction to Sociology of Basil Bernstein, London: Methuen.
21. Basil Bernstein. (1997) Class and Pedagogies: Visible and Invisible, Education: Culture, Economy & Society, ed. by A. H. Halsey. Oxford University Press.
22. Basil Bernstein. (1975) Toward a Theory of Educational Transmissions: Class, Codes and Control. Vol.Ⅲ, London: Routledge.
23. Basil Bernstein. (1990) The Structuring of Pedagogic Discourse: Class, Codes and Control. Vol. Ⅳ, London: Routledge.
24. Basil Bernstein.(2000) Pedagogy, Symbolic Control and Identity: Theory, Research, Critique, Rowman & Littlefield Publishers.
25. Emile Durkheim. (1978) On Institutional Analysis, trans. Mark Traugott, Chicago: The University of Chicago.
26. Margarete E. Goertz. (1998) The Finance of American Public Education: Equity, Adequacy and Efficiency, Handbook of Educational Policy, ed. by Gregory J. Cizek, Academic Press.
27. Keddie, N. (1971) Classroom Knowledge, ed by M. Young ,Knowledge and Control, Collier-Macmillan.
28. Lisa D. Delpit. (1997) The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children, Education: Culture, Economy & Society, ed. by A. H. Halsey, Oxford University Press.
29. Michelle Fine. (1997) Parent Involvement: Reflections on Parents, Power, and Urban Public Schools, Education: Culture, Economy & Society, ed. by A. H. Halsey, Oxford University Press.
30. Michael Alexander Kirwood Halliday. (1978). Language as Social Semiotic: the Social Interpretation of Language and Meaning, London: Armold.
31. Michael Alexander Kirwood Halliday. (1987). New Developments in Systemic Linguistics, London: Frances Pinter.
32. Michael Stubbs. (1983) Discourse Analysis: the Socio-linguistic Analysis of Natural Language.
33.Pierre Bourdieu.(1987) In Other Words:Essays Towards a Reflexive Sociology,trans.Matthew Adamson,Polity Press.
34.Pierre Bourdieu.(1997) The Forms of Capital,Education:Culture,Economy &Society,ed by A.H.Halsey,Oxford University Press.
35.Pierre Bourdieu.(1977) Reproduction in Education,Society & Culture,London:Sage.
36.Pierre Bourdieu.(2003) Language Theory of Bourdieu,
37.http://bank.rug.ac.be/da/da.htm
38.R.Driver.(1999) Perspectives on the Nature of Science,Knowledge and Learning,ed.by Robert McCormick.London:The Open University.
39.Ronald Wardhaugb.(1986) An Introduction to Socio-linguistics,Basil Blackwell World Publishing Corp.
40.Sarah Theule Lubienski.(2003) Celebrating Diversity and Denying Disparities:A Critical Assessment,Educational Research.
1.[加]迈克·富兰.变革的力量一透视教育改革[M].北京:教育科学出版社,2000.
2.[美]约翰·古得莱德.一个被称作学校的地方[M].上海:华东师范大学出版社,2006.
3.Benjamin Levin.教育改革-从启动到成果[M].北京:教育科学出版社,2005.
4.埃米尔·涂尔干.职业伦理与公民教育[M].上海:上海人民出版社,2006.
5.爱,你准备好了吗?--上海新编初中语文教材直面爱情[J].语文学习,2004(11).
6.安东尼·吉登斯.社会的构成[M]//李康,李猛,译,上海:三联书店出版社,1998.
7.查有梁.论新课程改革的“软着陆”[J].(北京师范大学)教育学报,2007(2).
8.常亚慧.沉默的力量[D].南京师范大学,2007.
9.陈洪杰.上海市区(县)推进“二期课改”现状与问题的调研报告(未发表).2006-2-20.
10.代建军.课程运作中的教师权利[J].教育理论与实践,2001(6).
11.戴劲松.湖北挖出“教育蛀虫”80人[N].中国教育报,2006-06-05.
12.单文经.析论抗拒课程改革的原因及其对策:以国民中小学九年一贯课程为例[J].台湾师范大学教育研究集刊(45).
13.邓艳玲.盖茨取代毛泽东历史不再需要领袖[N].青年周末,2006-09-21.
14.董纯进.刘翔进教材引争议专家称不能等到他70岁再宣传[N].海峡时报,2005-04-04.
15.尔夫.弗拉莫里诺文,陈辛.外国人看中国:爱情教育进中学课堂[N].环球时报,2004-10-01.
16.方红峰.论教材选用视野中的教科书评价[J].课程教材教法,2003(7).
17.郭久辉,桂娟,张涛.谁在教辅市场浑水摸鱼?-从河南一起腐败案看辅助教材出版发行内幕[N].中国教育报,2005-12-08.
18.郭少峰.教育部:今春开始中小学部分教科书拟循环使用[N].新京报,2008-01-08.
19.国务院关于基础教育改革与发展的决定[国发(2001)21号][EB/OL].http://www.edu.cn/20010907/3000665.shtml[2001-05-29].
20,国务院转批教育部颁布.面向21世纪教育振兴行动计划,1999年1月.
21.胡东芳.从国际比较的观点看课程政策的变化趋势[J].教育发展研究,2002(5).
22.胡东芳.论课程政策的价值基础[J].教育发展研究,2002(10).
23.胡福贞.论教师的个人话语权[J].教学研究与实验,2002(3).
24.蒋士会.课程变革中的教师[J].广西师范大学学报(哲学社会科学版),2000(6).
25.教育部,国家发展改革委,财政部.关于在全国义务教育阶段学校推行“一费制”收费办法的意见[EB/OL].http://www.moe.edu.cn/edoas/websitel 8/level3.jsp?tablename=13&in foid=8149.2004-03-17.
26.教育部、财政部关于印发《免费教科书政府采购工作暂行办法》的通知[EB/OL].http://www.moe.edu.cn/edoas/website 18/65/info 14965.htm.2005-01-29.
27.教育部.2007年全国教育事业发展统计公报[DB/OL].http://www.moe.edu.cn/edoas/website 18/level3.j sp?tablename=1213844589608666&infoid=1213855326367694&title=2007%C4%EA%C8%AB%B9%FA%BD%CC%D3%FD%CA%C2%D2%B5%B7%A2%D5%B9%CD%B3%B C%C6%B9%AB%B1%A8.
28.教育部.基础教育课程改革纲要(试行) [EB/OL].http://www.moe.edu.cn/edoas/website 18/43/info 12843.htm.
29.教育部.普通高中语文课程标准(实验)[M].北京:人民教育出版社,2003.
30.教育部:课本中未删除《狼牙山五壮士》[N].燕赵晚报,2005-03-28.
31.粱忠义,等.现代外国教育[M].大连:大连海运学院出版社,1988.
32.刘好光.中小学教材出版开始招投标.[N].中国教育报,2007-02-28.
33.刘翔夺冠被写入教科书 现实英雄成为学生最爱[N].南京晨报,2005-03-10.
34.刘翔进教材[N].京华时报,2005-03-09.
35.刘翔进教材的“破冰效应”,光明网,2005-03-25.http://www.grnw.cn/content/2005-03/25/content_200789.htm.
36.罗小茗.社会转型中的高中课程改革-以上海“二期课改”为例[D].上海大学博士论文.2007.
37.墨帅.爱情教育也要从娃娃抓起?[N].新京报,2004-09-02.
38.任丹凤.中小学教科书编制设计的理论与实践研究[D].华东师范大学博士论文,2003.
39.上海:历史教科书改革酝酿八年[N].中国新闻周刊,2006-11-04.
40.上海教育委员会.上海市第八届教育科学研究获奖成果论文集[G].上海:上海教育出版社,2006.
41.上海市教育委员会.面向21世纪中小学新课程方案和各学科家与改革行动纲领(研究报告)[M].上海:上海教育出版社,1999.
42.上海市教育委员会.上海市普通中小学课程方案(试行稿)[M].上海:上海教育出版社,2004.
43.上海市教育委员会.上海市普通中小学课程方案(试行稿)[M].上海:上海教育出版社,2004:
44.上海市教育委员会.上海市中小学语文课程标准[M].上海:上海教育出版社,2004.
45.上海市教育委员会.上海市中学历史课程标准(试行稿)[M].上海:上海教育出版社,2004.
46.上海市教育委员会办公室.上海市中小学2006学年度课程计划及其说明,沪教委基[2006]43号.
47.上海市教育委员会办公室.上海市中小学课程改革试验基地学校2006学年课程试验计划的通知,沪教委基[2006]42号.
48.上海市中小学(幼儿园)课程改革委员会.上海市普通中小学课程方案解读[M].上海:上海教育出版社,2006.
49.上海市中小学课程教材改革委员会办公室.教材编制指南[M].上海:上海 教育出版社,2001.
50.上海中小学课程教材委员会办公室.上海市中小学研究型课程指南(征求意见稿)[M].上海:上海教育出版社,2002.
51.沈兰.教师参与课程开发:意义与途径[J].全球教育展望,2002(1).
52.施路赫特.理性化与官僚化--对韦伯之研究与诠释[M].南宁:广西师范大学出版社,2004.
53.石欧,彭慧芳.课程改革:在实施中异变的原因与对策[J].课程·教材·教法,2004(3).
54.石伟平.M.杨的社会课程论概述[J].外国教育资料,1999(3).
55.石伟平.伯恩斯坦的社会课程论概述[J].外国教育资料,1999(5).
56.谁说刘翔进教材不够资格[N].半岛都市报,2005-03-06.
57.苏东水.产业经济学[M].高等教育出版社,2000:86-90.
58.苏军.基础教育在上海[M].上海:上海教育出版社,2005.
59.孙元清.上海市中小学课程改革的进程、问题和解决方法[J].化学教学,2002(1).
60.唐骏.教科书30年变脸记:从没有课本到百家争鸣[N].京华时报,2008-11-10.
61.外国人看中国:爱情教育进中学课堂[N].环球时报,2004-10-01.
62.王继平.美国教育的市场化改革及其启示[J].中国成人教育,2000(5).
63.王丽.中国语文教育忧思录[M].北京:教育科学出版社,2001:53.
64.王蓉,罗云,张莉娟.我国中小学教科书之供给机制探讨[DB/OL].http://www.edu.cn/20030228/3078600_6.shtml.
65.王仕民,郑永廷.现代社会条件下的社会动员[J].社会科学,1997(9).
66.王双兰,张传燧.关于课程改革中教师权利问题的探讨[J].教育评论,2002(2).
67.韦伯.韦伯作品集(Ⅴ).中国的宗教宗教与世界[M].南宁:广西师范大学出版社,2004.
68.韦伯.韦伯作品集(Ⅻ):新教伦理与资本主义精神[M].南宁:广西师范大学出版社,2007.
69.吴刚.教育社会学导论(未出版).
70.吴刚.教育社会学的微观分析[J].全球教育展望,2005(8).
71.吴刚.文化霸权与课程(上、下)[J].外国教育资料,1997(3-4).
72.吴刚.知识演化与社会控制[M].北京:教育科学出版社,2002.
73.吴刚平.课程资源的理论构想[J].教育研究,2001(9).
74.吴康宁.“课程内容”的社会学释义[J].教育评论,2000(5).
75.吴康宁.谁支持改革-兼论教育改革的社会基础[J].教育研究与实验,2007(6).
76.吴康宁.学校课程标准的社会形成[J].教育科学,2003(12).
77.奚旭初.“删除”英雄让人悲哀,浙江在线新闻2005-03-24.http://www.zjol.com.cn/05zjc/system/2005/03/24/006078457.sht ml.
78.先进课程有效学习的“蓝本”-上海“二期课改”中小学学科课程标准解读普及手册[N].文汇报,2004-12-10.
79.肖波.新版初中教材直面爱情[N].新民晚报,2004-08-27.
80.肖波.新版初中教材直面爱隋[N].新民晚报,2004-08-27.
81.谢登斌.世纪之交世界课程改革的价值取向[J].广西师范大学学报(哲社版),2002(3).
82.徐敏.篇数增加一半多上海中小学语文将有新课标[N].解放日报,2004-10-24.
83.杨明全.革新课程的参与者一教师参与课程改革的研究[M].上海:上海科技教育出版社,2003.
84.于海.结构化的行动,行动化的结构--读吉登斯“社会的构成--结构化理论大纲”[J].社会,1998(7).
85.于建坤.选教材谁说了算?[N].中国教育报,2003-06-19.
86.俞立严.刘翔事迹收入小学语文教材40所学校采用新教材[N].东方早报,2005-03-04.
87.语文课程标准[EB/OL].http://www.being.org.cn/ncs/chn/chn.htm.
88.曾激励一代人成长 五壮士故事退出中小学课本[N].新闻晚报,2005-03-23.
89.曾激励一代人成长 五壮士故事退出中小学课本[N].新闻晚报,2005-03-23.
90.张人杰.教育大辞典·教育社会学[M].上海:上海教育出版社,1991.
91.张英,贺靓,等.沪版《历史》:短命的与速成的[N].南方周末,2007-09-12.
92.张英.国家历史课标组组长:历史教科书进入新阶段[N].南方周末,2007-09-12.
93.张悦群.“三维”目标为什么落实不了[J].中学语文教学,2007(3).
94.章回.权利分离,谁为教材质量保险?-中小学教材出版“分段招标”办法多有不妥[N].中国教育报,2007-04-17.
95.赵小雅.对话钟启泉教授:义无反顾奏响课程改革进行曲[N].中国教育报,2006-12-15.
96.郑永廷.论现代社会的社会动员[J].中山大学学报(社会科学版),2000(2).
97.中共中央国务院关于深化教育改革全面推进素质教育的决定[EB/OL].http://www.moe.edu.cn/edoas/website 18/14/info3314.htm[1999-06-30].
98.中国青年报[N].2005-03-08.
99.中华人民共和国教育部.普通高中课程方案(实验)[M].北京:人民教育出版社,2003.
100.钟启泉,崔允漷,张华.为了中华民族的复兴为了每位学生的发展-基础教育课程改革纲要(试行)解读[M].上海:华东师范大学出版社,2001.
101.钟启泉,崔允都,张华.为了中华民族的复兴,为了每位学生的发展-“基础教育课程改革纲要”解读[M].上海:华东师范大学出版社,2001:3.
102.钟启泉.“学校知识”与课程标准[J].教育研究,2000(1).
103.钟启泉.教师“专业化”:理念、制度、课题”[J].教育研究,2001(12).
104.钟启泉.课程设计基础[M].济南:山东教育出版社,1998.
105.周艳,马勇.教师重构课程的社会学分析[J].高等教育研究.2003(1).
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |