华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2025, Vol. 43 ›› Issue (2): 90-104.doi: 10.16382/j.cnki.1000-5560.2025.02.008

• 改革与发展 • 上一篇    下一篇

走出混沌迷途：普通高中特色发展三十年滞缓困境与出路——基于深度访谈的证据

范涌峰, 吴钰茜   

  1. 西南大学教育学部，重庆 400715
  • 出版日期:2025-02-01 发布日期:2025-01-18
  • 基金资助:
    2024年国家社科基金教育学重点项目“基础教育学制改革研究”（AHA240022）。

Navigating through the Chaos Route: Dilemma and Prospects for the Senior Secondary Schools Specialization over the Past Thirty Years——Evidence Based on In-depth Interviews

Yongfeng Fan, Yuxi Wu   

  1. Faculty of Education, Southwest University, Chongqing 400715, China
  • Online:2025-02-01 Published:2025-01-18

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摘要：

我国自提出普通高中特色发展至今已有三十年时间，并提出到2022年，普通高中多样化有特色发展的格局基本形成。然而，这一目标似乎远未达成。为此，尝试基于对专家和校长的深度访谈，揭示普通高中特色发展的现实困境与制约因素。研究发现，目前我国普通高中特色发展面临着理想与现实偏差的特色发展目标达成性困境，表面繁荣与本质偏移的特色发展实施混沌性困境，学生个性支持不足与沦为获取分数的新赛道的特色发展效果低质化困境。普通高中特色发展的“滞缓”主要受制于以下因素：专项政策与顶层规划“缺位”，普通高中特色发展主体素养“缺席”，普通高中特色发展保障体系缺失的“羁绊”，“五唯”导向评价制度“枷锁”，功利主义教育文化氛围“桎梏”。基于此，从明方向、优环境、强动力和增能力四个维度提出了普通高中特色发展的实践路向，即构建“国家统一推进、市级政府统筹实施”的政策体系，建立“全面与个性兼顾、分数与特色兼容”的高中教育质量观，构建“自主招生、招考分离”的招生考试制度，形成办学自主权下放之下“自主增能、他者赋能”的能力提升机制。

关键词: 普通高中, 多样化, 特色发展, 访谈, 质性分析

Abstract:

Over the past thirty years, China has been promoting the senior secondary schools specialization, aiming to establish a diversified and specialized development pattern by 2022. However, this goal seems far from being achieved. Therefore, based on in-depth interviews with experts and principals, this study aims to reveal the practical difficulties and constraints of senior secondary schools specialization in China. It’s found that there are several key challenges in developing senior secondary school specialization: a big gap between ideal and reality in achieving senior secondary schools specialization, a chaotic implementation manifesting as superficial development and essential deviation, the degraded outcomes manifesting as a crisis between the insufficient support for student individuality and a new track for obtaining scores. The development of senior secondary schools specialization is constrained by the lack of specialized policies and top-level design, the absence of subject competencies, the bonds of lacking support system, the shackles of evaluation system oriented towards “five only”, the constraints of utilitarian educational culture, and the absence of a corresponding support system. Based on these findings, recommendations are made from four perspectives: clarifying directions, creating a favorable environment, strengthening motivation, and enhancing capabilities. These recommendations include constructing a policy system that is “nationally unified and locally implemented by municipal governments,” establishing a senior secondary schools education quality concept that “balances comprehensiveness and individuality, and compatibility between scores and specializations,” implementing an enrollment examination system that “separates autonomous enrollment from entrance examinations,” and forming a practical direction for capability enhancement under the devolution of school autonomy, emphasizing “self-empowerment and empowerment of others.”

Key words: senior secondary school, diversification, specialization, interview, qualitative analysis