从“乱”与“洁”看教育中的隔离与统整 ——伯恩斯坦视角下的国际学校课程与教育形态 -清华大学教育研究

文章信息/Info

Title:: The Curriculum and Educational Mode of IB School: a Perspective from the theoretical framework of Bernstein

Author(s):: XU Tian; College of Educational Management and Psychology, Beijing Institute of Education

摘要:: 国际学校与国际文凭（IB）课程自上世纪90年代以来在中国发展迅猛，其教育理念与模式引发了国内教育界的大量思考。本文以伯恩斯坦的教育边界理论，特别是其“分类”和“架构”的概念、“统整型”与“聚集型”的课程分类为基本框架，结合在国际学校的实地考察，分析了国际课程与国际教育的“统整”本质：课程边界的无、师生边界的无、物理空间边界的无；探讨了由边界消弭而带来的国际教育的基本特征及其教学模式、管理模式、学校文化，并部分对比、反观了国内学校教育的形态；指出，“统整”的国际教育对当前国内的教育改革有一定的启发意义，但要看到其产生和特征具有特定背景，不可全盘借鉴。

Abstract:: The IB curriculum and IB school have developed quite well ever since their emergence in 1990s, which ensued great debates in the circle of education. This paper bases on the field study in one IB school in Beijing, and draws on the theoretical framework of Bernstein’s, especially his concepts of ‘classification’ and ‘framework’, the division of ‘integration’ and ‘collection’ of curriculum to analyze the ‘integrating’ nature of IB curriculum and IB education, including the dissolving of the boundaries of different disciplines and subjects, boundaries of teachers and students, boundaries of physical spaces. It furthermore illustrates the essential characteristic of IB education and its pedagogy mode, administration mode, and school culture. Thirdly, it partly compares these with Chinese schools, and reflects our modes of curriculum and education. The paper concludes that although there are implications for our educational reform, it is important to see the generating background of certain education mode and be cautious when borrowing from the experiences of IB curriculum and schools.