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) ›› 2026, Vol. 44 ›› Issue (3): 57-69.doi: 10.16382/j.cnki.1000-5560.2026.03.005

• 中国教育学自主知识体系建构 • 上一篇    下一篇

国际课程的本土化逻辑及其反向启示——中国教育学自主知识体系建构的一种路向

赵健1, 陈诗瑜2, 吴伟3   

  1. 1. 华东师范大学教育学部国际与比较教育研究所，上海 200062
    2. 上海市西南位育中学，上海200233
    3. 华东师范大学出版社，上海 200062
  • 出版日期:2026-03-01 发布日期:2026-03-02
  • 基金资助:
    上海市教育科学研究项目“上海基础教育国际课程治理创新研究”（A2022006）。

How International Curriculum Is Localized and Its Reverse Implications：An Approach to Chinese Characteristics Pedagogy

Jian Zhao1, Shiyu Chen2, Wei Wu3   

  1. 1. Institute of International and Comparative Education, Faculty of Education, East China Normal University, Shanghai 200233, China
    2. Shanghai Southwest Weiyu Secondary School, Shanghai 200233, China
    3. East China Normal University Press, Shanghai 200062, China
  • Online:2026-03-01 Published:2026-03-02

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摘要：

教育强国背景下，国际课程研究的重点需要从引进转向互鉴。国际文凭课程（IB）等基础教育国际课程在各国的推广，充分利用了历史机遇和全球教育共识，但处理好其在进入各国教育体系时所面临的有关国际情怀与国家认同、优绩追求与全人教育、精英教育与普惠教育等三个方面的张力或冲突才是核心。通过丰富的文献、案例以及行动者网络分析发现，国际课程应对这些张力的机制是在不同文化情境中与政府、学校、市场与社会多元行动者动态协商中形成的。推动从课程引进到课程互鉴的认识转化，推进教育价值话语的全球表达，创建多元行动者的社会协商网络和不同层次的本地化模式，逐步实现中国课程与海外本地教育系统的双向建构和协商互嵌，是提升中国课程国际影响力、推进中国教育出海的实践路径，也是在教育国际化领域构建中国教育学自主知识体系所迈出的坚实一步。

关键词: 国际课程本土化, 课程的国际互鉴, 课程出海, 双向建构与协商互嵌

Abstract:

In the context of building China into a powerhouse in education, the focus of international curriculum research needs to shift from mere introduction to mutual learning. The global promotion of international curricula in basic education, like the International Baccalaureate (IB), has made full use of historical opportunities and a shared global educational consensus. However, the core challenge lies in effectively navigating tensions and conflicts encountered when such curricula enter national education systems—particularly those involving international mindedness versus national identity, performance orientation versus holistic education, and elite education versus inclusive education. Through extensive literature review, case studies, and analysis based on Actor-Network Theory (ANT), this study finds that the mechanisms by which international curricula address these tensions are dynamically negotiated among diverse actors—governments, schools, markets, and civil society—within various cultural contexts. To shift from curriculum introduction to mutual learning, it is essential to foster a new understanding that promotes the global articulation of educational value discourses, the creation of social negotiation networks among diverse actors, and the development of multi-level localization models. This approach aims to achieve a two-way construction and embedded negotiation between Chinese curricula and overseas local education systems. It offers a practical pathway to enhance the international influence of Chinese curricula and promote dialogue and mutual learning between Chinese and other international curricula.

Key words: localization of international curriculum, curriculum mutual learning, China’s curriculum outreach, dual construction and negotiated embeddedness