體驗區
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| 篇名 |
新中国七十年教研制度的变迁逻辑——基于历史制度主义的视角
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| 並列篇名 |
The Development Logic of Teaching Research Institution of New China - Perspective of Historical Institutionalism
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| 作者 |
卢立涛(LU Li-tao)
、王泓瑶(WANG Hong-yao)
、沈茜(SHEN Qian)
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| 中文摘要 |
教研制度在中国特色基础教育发展过程中作出了重要贡献，把握教研制度的变迁历程及内在逻辑有助于进行教育制度创新。借助历史制度主义对教研制度历史变迁逻辑进行检视，可得出如下结论：从结构分析范式来看，国家制度背景决定了教研制度的走向；相关变量制约了教研制度的发展；主体行为与教研制度之间的相互作用推动了制度的演变。从历史分析范式来看，教研制度具有路径依赖性，并通过学习效应、协同效应和适应性预期等方式进行自我强化；教研制度规范化是其“历史否决点”，在此之前，政治因素是其突变式变迁的关键否决点，此后基础教育发展需求则是其渐进式变迁的重要否决点。
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| 英文摘要 |
Teaching research institution has made an important contribution to the development of basic education of China. Grasping the process and internal logic of the teaching research institution is helpful to the innovation of the educational system. Based on the historical institutionalism, the following conclusions can be drawn: from the perspective of structural analysis paradigm, the national institutional environment determines the trend of the institution, relevant variables restrict the development of it, and the interaction between actors and the teaching research institution promotes the evolution. From the perspective of historical analysis paradigm, teaching research institution strengthens itself through learning effect, synergistic effect and adaptive expectation. The historical veto point is the turning point of the reform of teaching research institution, the political factor is the key veto point of its sudden change, and the development demand of basic education is the important veto point of the gradual change of teaching research institution.
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| 頁次 |
109-114
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| 關鍵詞 |
教研制度
、历史制度主义
、结构性变迁
、历史性变迁
、teaching research institution
、historical institutionalism
、structural change
、historical change
、CSSCI
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| 卷期 |
32:1
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| 日期 |
202001
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| 刊名 |
教師教育研究
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| 出版單位 |
北京師範大學、華東師範大學、高等學校師資培訓交流北京中心
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