课程是学校教育的核心要素和决定教育质量的重要环节，课程标准则是提升教育质量、推动教育进步的有力工具。在苏联和俄罗斯的教育学发展历程里，一直用“教育内容”一词来表示“课程”的涵义，用于说明教育机构中开展的教学活动和学科内容等相关概念。在苏联时期，虽然存在“教育内容”的概念和“教学计划”等关乎教学实际工作的基础性文本，却没有对于教育内容作出纲领性规范和要求的课程标准类文件。20世纪90年代，在苏联解体、国家经济体制转型的背景下，出于对教育目标、原则、方法等统一管理的现实需求，俄罗斯《联邦教育法》对国家教育标准的制定与实施提出了要求。经过十余年讨论和研究，第一代普通教育国家教育标准在2004年颁布，并投入教育实践。此后的二十年间，俄罗斯普通教育国家教育标准文本又颁布了第二、三代版本，持续指导着教育内容的更新和发展。对于俄罗斯普通教育国家教育标准进行变迁研究，可以帮助我们更好地了解俄罗斯在普通教育领域的理论和实践工作发展情况，进而从中汲取经验，获得启示。
本研究从历史制度主义的视角出发，梳理了三代标准的演进过程及内容变化，探究了其中的变迁机制与具体特征。第一章对第一代标准的诞生背景、基础工作和主要内容进行分析，探究“破旧立新”的具体原因。第二章对第二代标准的相关背景和内容进行梳理，重点介绍了第二代标准对于基本教育大纲的规定与设想，以及对于系统活动方法的运用和通用学习行为的培养，说明“内容重构”的重点工作。第三章说明了第三代标准的背景和内容概况，针对价值观培养等内容进行重点阐述，明确了“价值塑造”的具体方向。第四章使用历史制度主义的制度变迁理论，对标准变迁的动力机制和路径依赖进行阐释，探究标准是如何在部分内容延续的基础上产生新变化的，并总结归纳标准变迁的主要特征。
通过对三代标准的变迁研究可以得出以下结论：第一，标准的产生与更新受到外部环境深刻影响。第一代标准的诞生缘于苏联解体后社会转型的需求，第二代标准在创新型国家转型战略背景下完成重构，第三代标准在普通教育增强国际竞争力的目标下进行调整。第二，标准在育人理念的“变”与内容基调的“不变”中走向新生。标准演进过程中，在育人理念的设定和理论基础的运用等方面产生了创造性的新变化，同时又在基本教育大纲的应用、能力培养的结果导向、专业式教学的安排、教育督导与评估的协同等方面保留和延续了部分旧制度中的做法。第三，标准的演进体现了爱国主义和集体主义等俄罗斯特点。标准变迁过程中，课程权力受到国家发展战略的影响，从“去国家化”转向“国家主导”，学生培养观念受到社会文化生活的影响，从培养“合格学生”转变为“未来公民”。此外，标准在设计与实施过程中的特色做法也为我们提供了宝贵的经验与启示。

The curriculum is the core element of school education and an important determinant of its quality, while curriculum standards are a powerful tool for improving the quality of education and driving its progress. In the course of the development of pedagogy in the USSR and Russia, the term “educational content” has always been used to denote the meaning of “curriculum” and to describe the concepts related to teaching activities, and the content of subjects carried out in educational institutions.Although the concept of “educational content” and foundational texts related to teaching activities such as “teaching plans” existed during the Soviet era, there were no curriculum standard documents that provided comprehensive norms and requirements for educational content.
In the 1990s, against the background of the dissolution of the Soviet Union and the transformation of the country’s economic system, the Russian Federal Law on Education put forward the requirements for the development and implementation of national educational standards out of the practical need for the unified management of educational goals, principles, methods, etc. After more than ten years of discussion and research, the Russian Federation has developed a set of national educational standards. After more than ten years of discussion and research, the first generation of national educational standards for general education was promulgated in 2004 and put into educational practice. In the following two decades, the text of the Russian National Education Standards for General Education was promulgated in second and third generation versions, which continued to guide the updating and development of educational content. A study of the changes in the Russian national educational standards for general education can help us better understand the development of Russian theoretical and practical work in the field of general education, and then draw lessons and insights from it.
From the perspective of historical institutionalism, the study comprehends the evolution of the three generations of standards and changes in their content, and explores the mechanisms and specific features of the changes. The first chapter analyzes the background, groundwork and main content of the first generation of standards, and explores the specific reasons for “breaking with the old and establishing the new”. The second chapter analyzes the background and contents of the second-generation standards, focusing on the provisions and concepts of the second-generation standards for the basic education curriculum, as well as the application of the systematic activity approach and the cultivation of generic learning behaviors, and explains the focus of the “content reconstruction” work. Chapter Three describes the background and content of the third generation of standards, focusing on the development of values and specifying the direction of “value shaping”. Chapter Four uses the theory of institutional change of historical institutionalism to explain the dynamic mechanism and path dependence of the standard change, and to explore how standards have produced new changes based on the continuation of some content and summarizing the main characteristics of standard changes.
The following conclusions can be drawn through the study of the change of three generations of standards: first, the generation and updating of standards are profoundly influenced by the external environment. The birth of the first generation of standards was due to the needs of social transformation after the collapse of the Soviet Union, the second generation of standards completed the reconstruction under the background of the transformation strategy of innovative countries, and the third generation of standards was adjusted under the goal of enhancing the international competitiveness of general education. Second, the standards have undergone a process of “change” in the educational philosophy and “unchanged” content orientation, leading to new developments. In the evolution of standards, creative changes have occurred in the establishment of educational philosophy and the use of theoretical foundations, while retaining and continuing some practices of the old system in areas such as the application of basic education curriculum, result-oriented competency development, professional teaching arrangements, and the coordination of educational supervision and evaluation. Third, the evolution of the standards reflects Russian characteristics such as patriotism and collectivism. During the process of standard changes, the authority of the curriculum was influenced by national development strategies, transforming from “decentralization” to “state-led” and the concept of student education was influenced by social and cultural life, shifting from fostering “qualified students” to nurturing “future citizens”. Additionally, the distinctive practices in the design and implementation of standards provide us with valuable experiences and insights.