国际课程是我国普通高中基于国外大学对学生的要求而开设的课程，也是我国目前高 中国际化的重要实践方式。但是在开发国际课程时，由于对国际课程的开发主体定位不清、 缺乏国际课程开发能力等原因，许多高中选择直接引入国际课程，即采取跟课程开发国家 相同的课程方案授课，不对课程做本土化变革,使得课程目标无法满足我国教育目的的要 求，最终导致国际课程仅具备“留学预科”的功能，存在着较强的应试性。通过梳理国内 外相关研究发现，以这种方式引入国际课程的高中，存在缺乏课程管理机制、课程定位错 误、缺乏师资、课程选择存在盲目性等问题。为了解决这些问题，一些学校也在致力于探 索国际课程建设的机制和路径，期望国际课程的管理可以从无序走向规范。但是，由于缺 乏理论的指导和实践的验证，还没有找到国际课程管理的有效途径。 治理理论是 20 世界 90 年代西方的一个新兴理论，最初??出治理概念时，主要指国家 对权力的配置与运行方式，除了政府这一行为主体外，还包含非政府的多元主体，通过主 体间的权力配置和运作，达到公共利益最大化。我国国际高中引进的国际课程，涉及的主 体成分更为复杂，需要同时满足国际社会、国外大学、国内学校、教师、学生、家长等多 个利益相关群体的要求。用治理理论研究国际课程，有助于探究如何用治理的方式，使得 学校的课程决策、研发、实施和评价的全过程体现以学校为主体的主动协商性，从而对我 国国际高中以及普通高中国际化之路??供指导。 本研究采取案例研究法，以成功开展国际课程治理的 S 高中国际部为例，通过在 S 中 学国际部以物理教师的身份实习，在一年间内访谈了 3 名参与国际课程开发的相关人员、 观察并记录学校与国际课程的 10 次会议，收集 13 份有关课程方案、课程体系等实物资料， 验证基于治理理论构建的国际课程治理转型的过程以及成功的关键因素。 本研究得出的结论如下: 国际课程治理的路径，经历了以下三个阶段: 1.准备阶段:作为一所百年老校和北京市示范性高中，S 中学在自身已有的良好的生 源、雄厚的师资力量、优质的课程建设等条件的基础上，成立国际部，根据学校定位选择 国际课程，建立国际课程治理机制。国际课程机制的建设，包括确定参与成员及分工、确 定成员主要沟通形式和师资队伍建设。 2.计划阶段:在治理团队各成员的参与下，结合国外考试要求、国内教育政策、学校 发展优势和学生特点来制定国际课程目标体系，确定国际部的培养目标为“培养适应并引 领跨文化交流与合作的高端优秀高中毕业生，使之具有深厚的文化底蕴、坚实的学科基础 以及创新的批判思维能力”。并根据这一目标体系形成 S 中学国际部的“4+4”国际部课 程体系，即四类主体课程和四类活动课程。 3.实施阶段:在学校总体课程体系建立后，各门课程的开发，遵循“调查社会发展和 学生需求——明确所需课程的功能和门类——激活课程资源的开发主体——编制课程纲 要”四个步骤，课程开发采取多主体参与的形式进行，调动了教师、学生、社会共同参与 到课程开发的过程中来。 中外融合的治理理念和基于此理念建立起的项目管理式课程治理机制是 S 中学国际课 程治理转型成功的关键因素。 1.中外融合的课程理念。其中，中外融合的“中”体现在:由本校教师进行授课，延 续高考部成功的课程实施经验;重视国家课程的教学质量，课程评价标准与高考部一致; I 重视对学生人文素养的培养，保证人文课程高质量的实施，并开发丰富优质的人文素养类 课程和活动;国际部和高考部的教师共同进行集体备课，学生共同参与党团、校会等活动。 中外融合的“外”主要体现在:研读国外大学的考试要求，确保学生可以顺利升入国 外优质大学;成立大学理事会，对国际课程授课教师进行培训;借鉴国际课程的优势，培 养学生的研究能力。 2.项目管理式课程治理机制:第一，多主体参与的团队成员构成。S 中学在治理团队 成员的选择上，兼顾了利益相关和技能匹配两方面;第二，国际课程治理团队建立起各成 员的沟通机制，促进国际课程治理的不断完善;第三，各学科建立起项目管理式课程治理 方式。

The international curriculum is a course offered by ordinary high schools in China based on the requirements of foreign universities for students. It is also an important practice method for the internationalization of high schools in China. However, in the development of international courses, due to the unclear positioning of the development subjects of international courses and the lack of international curriculum development ability, many high schools choose to introduce the international courses directly as the course “agents”, that is, the same as the curriculum development countries. The course plan is taught, and the localization of the course is not changed. Eventually, the international course only has the function of “pre-university study abroad”, and there is a strong testability. By combing the relevant research findings at home and abroad, the high school that introduces the international curriculum as the "agent" of the course has problems such as lack of curriculum management mechanism, wrong course positioning, lack of teachers, and blindness in curriculum selection. In order to solve these problems, some schools are also committed to exploring the mechanism and path of international curriculum construction, and the management of international courses has begun to move from disorder to norm. However, due to the lack of theoretical guidance and practice verification, no effective way to manage national curriculum has been found. Governance theory is an emerging theory in the West in the 1990s. When it first proposed the concept of governance, it mainly refers to the state's allocation and operation of power. In addition to the government's behavioral subject, it also includes non-governmental multi-subjects. Power allocation and operation to maximize public interest. The international curriculum introduced by China's international high schools involves more complex subjects and needs to meet the requirements of many interested groups such as the international community, foreign universities, domestic schools, teachers, students, and parents. Studying international courses with governance theory can help to explore how to use governance to make the whole process of curriculum decision-making, research and development, implementation and evaluation of schools reflect the active III negotiation of the school as the main body, thus the international high school and ordinary high school international The Road to Chemistry provides guidance. This study adopts a case study method, and takes the S High School International Department, which successfully conducts international curriculum management, as an example. Through an internship as a physics teacher in the International Department of S Middle School, five people involved in international curriculum development were interviewed within one year. Observe and record 10 meetings of the school and international courses, collect 13 physical materials related to the curriculum plan and curriculum system, and verify the process of international curriculum governance transformation based on governance theory and the key factors for success. The conclusions of this study are as follows: The path of international curriculum governance has gone through the following three stages: 1. Preparation stage: As a 100-year-old school and a model high school in Beijing, S Middle School established the International Department on the basis of its own good students, strong faculty, and high-quality curriculum construction. Positioning and selecting international courses to establish an international curriculum governance mechanism. The construction of the international curriculum mechanism includes determining the participating members and division of labor, determining the main communication forms of the members and the construction of the teaching staff. 2. Planning stage: With the participation of the members of the governance team, combined with foreign examination requirements, domestic education policies, school development advantages and student characteristics to develop an international curriculum target system, determine the training objectives of the International Department as "cultivating adaptation and leading cross-cultural The high-end outstanding high school graduates who exchange and cooperate make it have a profound cultural heritage, a solid subject foundation and innovative critical thinking ability." According to this target system, the "4+4" International Department curriculum system of the S Middle School International Department is formed, that is, four main courses and four types of activity courses. 3. Implementation stage: After the establishment of the school's overall curriculum system, the development of each course follows the “investigating social development and student needs – clarifying the functions and categories of the required courses – the main body of the development of curriculum resources – the preparation of the syllabus In the four steps, the curriculum development takes the form of multi-subject participation, which mobilizes the participation of teachers, students and society in the process of curriculum development. The governance concept of Sino-foreign integration and the project management curriculum governance mechanism based on this concept are the key factors for the successful transformation of S curriculum in international curriculum. IV 1. The curriculum concept of Chinese and foreign integration. Among them, the "middle" of Chinese-foreign integration is reflected in: teaching by the teachers of the school, continuing the successful curriculum implementation experience of the college entrance examination department; attaching importance to the teaching quality of the national curriculum, the curriculum evaluation standard is consistent with the college entrance examination department; attaching importance to the cultivation of students' humanistic qualities, guaranteeing The humanities curriculum is implemented with high quality, and the development of high-quality humanities literacy courses and activities; the teachers of the International Department and the College Entrance Examination jointly conduct class preparations, and students participate in activities such as party groups and school meetings. The "outside" of Chinese-foreign integration is mainly reflected in: studying the examination requirements of foreign universities, ensuring that students can smoothly enter foreign high-quality universities; setting up university councils to train international curriculum teachers; drawing on the advantages of international courses to train students' research ability. 2. Project management curriculum governance mechanism: First, the composition of team members with multiple entities. S Middle School has taken into account both the interests and skill matching in the choice of governance team members. Second, the international curriculum management team established the communication mechanism of each member to promote the continuous improvement of international curriculum governance. Third, the establishment of various disciplines Project management approach to governance.