近日，教育学系黄忠敬教授、黄书光教授、杨小微教授、鞠玉翠教授等发表了数篇SSCI论文，透析教育变革的“上海模式”。该系列文章包含五篇文章，涉及上海教育中的不同因素，下面对这几篇论文作简要介绍。
黄忠敬：
Introduction to ‘the Shanghai Model’
2009年以来，上海市师生先后参加了PISA（国际学生评价计划）和TALIS（教与学国际调查）调查，成绩斐然，上海基础教育名扬全球。西方世界掀起了“上海经验”、“上海秘密”、“上海模式”的探索浪潮。“上海模式”被西方学者不断解读，本文分析中国人自身如何看待上海教育取得巨大成就背后的原因。
Since 2009, Shanghai students and teachers have attended the PISA (Program for International Student Assessment) and TALIS (Teaching and Learning International Survey) surveys and achieved outstanding performance, and then Shanghai basic education became famous all over the world. The western world has set off a wave of exploration of “Shanghai experience”, “Shanghai secret” or “Shanghai model”. Thomas Loren Friedman, the most influential journalist, columnist and book writer in the United States, published his article “The Shanghai Secret” in the New York Times in which he summarized the secret of the success of Shanghai’s elementary school after he visited Qiangwei Primary School. Meanwhile, the mathematics education in Shanghai has also been successfully “exported” to the United Kingdom, and the British scholars summarized the classroom instructional method of Shanghai’s mathematics teachers as “Mastery Model for Teaching and Learning”. The “Shanghai model” has been interpreted so by western scholars, but how do we Chinese think about the reasons behind the great achievements of Shanghai education?
原文链接
https://www.tandfonline.com/doi/full/10.1080/00131857.2020.1794150
黄忠敬：
Knowledge and power: curricular policy’s evolution and paradoxical relationship with practice in Shanghai
黄忠敬教授选择了将上海的课程改革作为切入点，研究了上海课程改革政策演变的几个阶段，指出了课程实施在课程理念、教与学的风格以及评价方式存在的矛盾，阐述了课程改革中的知识与权力的关系，并以上海课程改革为例对知识与权力的关系进行了总结和概括。
Curriculum, as an expression of legitimate knowledge, should be seen as something political rather than technical, that is, as the result of complex power relations and struggles among identifiable stakeholder groups. In Shanghai, curricular reform, which traditionally assumes the crucial task of cultivating responsible citizens, has sought to situate education as an instrument of ideological indoctrination, at least to some extent. However, due to economic and social changes, such as those related to globalisation and modern ideals of educational development, curricular reform has undergone remarkable ideological changes that have given rise to paradoxes between policy and practice. This article explores the evolution of curricular policy and the ways in which it emerges in a paradoxical relationship to practice by analysing the relationship between curricular knowledge and power in Shanghai.
原文链接
https://www.tandfonline.com/doi/full/10.1080/00131857.2020.1794157
黄书光：
The historical experience of educators running schools: A case study of Chen Heqin’s exploration of ‘living education’
黄书光教授选取陈鹤琴作为教育家办学的典型开展案例研究，认为陈鹤琴的“活教育”理论继承并发展了杜威的“生活教育”理论，是基于我国的实验和办学实践，尤其是他在上海的长期实践的。他认为“活教育”理论揭示了上海教育发展的成功之谜和教育工作者的历史经验，对推动学校的深度变革和当代教师发展有重要的学术价值和现实意义。
Chen Heqin (1892–1982), who studied at Columbia University’s Teachers College, is an important Chinese descendant of Dewey’s pragmatic education. Chen Heqin proposed his own ‘living education’ theory through inheriting, transforming, and surpassing Dewey’s ‘life education’ theory. This theory was based on Chinese experiments and multi-dimensional school-running practices, particularly drawing from his long-term practice in Shanghai. ‘Living education’ theory reflects the successful mystery of schooling development in Shanghai and the historical experience of educators. This research has important academic value and practical significance for promoting deep reforms in schools and contemporary teachers’ development.
原文链接
https://www.tandfonline.com/doi/full/10.1080/00131857.2020.1796056
鞠玉翠等：
Mechanisms of the tailoring workshops for teacher sustainable development: A case study of a middle school in Shanghai
鞠玉翠教授等则剖析了上海一所中学的案例，研究分析了教师专业发展工作坊的四个阶段，分别是提出研究问题、组成研究小组、开展独立研究和总结与交流经验。最后，她总结了这种教师专业发展在组织结构、教师角色以及学习机制三个显著特征。
Tailoring workshop (TW), a school-based teacher training program, has been developed in China on the basis of the Teaching Research Groups (TRGs) to better focus on teacher’s genuine needs, improve their problem-solving ability, and inter-subject collaboration. Literature on teacher workshops predominately roots in western settings whereas scant attention has been paid to those in Asian contexts, especially China. Therefore, a qualitative method was performed with teachers from a middle school in Shanghai to unveil how the TWs were formed, conducted, and how they functioned effectively. Drawing on Dewey’s pragmatic theory as the analysis framework, the findings yielded a formation process with four stages and examined the mechanisms in four dimensions, namely, dynamics mechanism, organizational structure, role of teachers, and learning mechanism. The study argues that, the TWs prioritize teacher’s genuine needs and problems encountered in practice, encourage teachers to identify problems, seek resources and conduct research with collective wisdom for resolutions. These features make it significantly different from the traditional TRGs with ‘top-down’ approach and other training programs in reliance upon short-lived, external lectures. The TW mode, in this sense, can be deemed a promising endeavor to facilitate teacher’s sustainable development in echoing the ever-changing education domain.
原文链接
https://www.tandfonline.com/doi/full/10.1080/00131857.2020.1794275
杨小微等：
The Shanghai model: An innovative approach to promote teacher professional development through teaching-research system
杨小微教授等从更加宏观的角度研究了上海的教研系统，并列举了青浦范式、闵行机制和旬阳模式等三种典型的教研组织与实施形式，阐述了它们各自的基本特征。展望未来，他认为上海的教研模式将更加注重学习，体现合作教学文化，创造更多的互动和共享平台。
Chinese students’ outstanding performance in several rounds of PISA tests has attracted extensive attention on Chinese teacher professional development practices and system. The school-based teaching research system has evolved for many years in China and became a mature and systematical model for improving teaching quality. However, this system and its functions has not been fully recognized and understood. This case study, mainly focusing on Shanghai, explores how the teaching research system formed and developed and how it influenced teachers’ learning and professional development. We summarized three different versions of Shanghai’ teaching-research models and deeply described their processes, characteristics, and influence. Future research directions and implication for creating an effective and sustained approach for improving teacher quality were also discussed.
原文链接
https://www.tandfonline.com/eprint/IPKGJ3DIPUQUBN5R3IXN/full?target=10.1080/00131857.2020.1794155
期刊简介
期刊名称：Educational Philosophy and Theory
中文名称：《教育哲学与理论》
ISSN:0013-1857
2018年影响因子：1.267
期刊简介：
《教育哲学与理论》发表有关教育哲学各个方面的文章。它也将来自纯理论研究或实践领域的一手资料纳入研究范围。后者主要发表了与课程理论、教育管理、教育政治学、教育历史、教育政策和高等教育等有关的文章。
Educational Philosophy and Theory publishes articles concerned with all aspects of educational philosophy. It will also consider manuscripts from other areas of pure or applied educational research. In this latter category the journal has published manuscripts concerned with curriculum theory, educational administration, the politics of education, educational history, educational policy, and higher education.
编辑|李晴晴
