作　　者： (沈伟）; (杨苗苗）;

机构地区： 华东师范大学国际与比较教育研究所,上海200062

出　　处： 《教育发展研究》 2017年第15期31-37,共7页

摘　　要： 全球化背景下,由国际文凭组织推动的IB课程契合了美国国际流动人口的教育需求,符合联邦政府提高教育质量、促进教育公平、推进国际理解的教育目标,它在美国稳步发展的同时也遭受到日益严苛的指责。本研究应用倡议联盟框架对美国IB课程的政策发展进行分析,发现围绕IB课程形成了三个主要的倡议联盟。IB课程政策在美国本土的演绎不仅受到国内经济环境、公共舆论等外部动态的系统事件的影响,还受到相对稳定的变量限制。在此基础上,本研究提出在全球化背景下,"政策借鉴"过程中需聚焦影响政策本土化实践的稳定因素,聆听专业导向的政策经纪人的声音,充分考虑公共利益。 IB curriculum prompted by IBO meets the educational demand of the migrant population in America, in line with the goals of the federal government which improve the educational quality and equality, as well as promote international understanding in the background of globalization. However, it developed with the increasingly harsh criticism. The advocacy coalition framework is taken to analyze the policy development of IB curriculum in America. According to this framework, there are three main advocacy coalitions in the process of the localization, and the policy of IB curriculum is influenced by the external system events including the environment of domestic economy and the relations of international organizations. Moreover, the policy of IB curriculum is also subject to the relatively stable parameters. Based on the research, it is argued that relatively stable parameters should be taken into consideration, the voices of professional policy brokers should be heard and the public interest should be given full attention to facilitate the localization of educational policy under the background of globalization.

关 键 词： 全球化 本土化 教育政策 课程 倡议联盟