期刊论文

New Model for School Reform:From U-G-S to U-G-S-S

中文

北京教育学院学报

1008-228X

2018

32

6

1-7

10.16398/j.cnki.jbjieissn1008-228x.2018.06.001

全国教育科学规划2018年度国家一般项目“教育现代化进程中学校变革的伦理追求与实践路径”(BEA180113).

本校为第一机构

学校变革是教育改革的突破口与落脚点。大学与中小学在政府的支持保障或促成下进行合作的U-G-S模式具有重要意义,然而其局限也很明显:投入多、见效慢,理论研究者与实践者交流不畅。U-G-S-S模式承继了U-G-S模式的优势,并进行了突破:强调参与学校变革行动的中小学的数量为两所及以上,且学校教育质量是异质的,既有城市优质学校,也有城郊薄弱学校或乡村学校;U-G-S-S四方主体平等互动、各司其职。个案研究表明,U-G-S-S模式可以通过制度建构、任务驱动和文化营造促进各参与学校的整体发展,促进城乡义务教育均衡发展。U-G-S-S模式成功的三个主要要素:文化异质交融、知识多维共享、理论实践有机结合。

School reform is the breakthrough and foothold of education reform.The U-G-S model,namely cooperation between university(U)and K-12 school(S)under the support or promotion of government(G),plays an important role.But its defects are also obvious:more investment,slower effect;theorists and practitioners do not communicate smoothly.Based on U-G-S model,the refined U-G-S-S model emphasizes that there are many(two or more)K-12 schools participating in school reform actions,and the quality of school education is heterogeneous,ranging from urban quality schools to suburban low-quality schools or rur...