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高中课程方案作为一种政策规划的课程是自然发展的课程与理想的课程的折中点,它与自然发展的课程之间会形成缺口。学校通过自我调整,不能完全弥合学校自然发展的课程到政策规划的课程之间的缺口,这中间还存在着学校理想的课程。普通高中这种自我调整、弥合缺口的倾向就是课程变革的“张力”。从建构主义理论的角度,可以把学校课程变革的过程理解为一个同化顺应的结构化过程。在此过程中,校长使命感是学校课程变革的核心动力。课程实施最终体现了变革动力与变革阻力抗衡后的适切选择。
High school curriculum program As a policy planning curriculum is a compromise between the natural development of the curriculum and the ideal course, it will form a gap between the natural development of the curriculum. Through self-adjustment, schools can not completely close the gap between the school’s natural development curriculum and the policy-planning curriculum. There is also an ideal course in the school. This high school self-adjustment, to close the gap is the tendency of curriculum changes “tension ”. From the perspective of constructivism theory, we can understand the process of school curriculum reform as a structured process of assimilation and adaptation. During this process, the principal’s sense of mission is the core motivation of the school curriculum reform. The final implementation of the curriculum reflects the appropriate choice after the impetus of change and resistance to change.