Interpretation of"Comprehensive High School"as a Prototype Category——Based on a Comparative Research Perspective
As an important choice for solving the"model"of high school education,the reason why China's education reform in developing comprehensive high schools has been facing difficulties for a long time is highly related to the unclear understanding of"what is comprehensive high school".In fact,comprehensive high school is mainly a proto-type category rather than a feature category,and giving it a precise definition is not only very difficult but also unnecessary.The comprehensive high school in the United States is the prototype of the"comprehensive high school"category,which is a clear sample that gathers the most members of the category.It has characteristics such as the popularity of ed-ucational objects,the three-dimensional nature of training objectives,the internal nature of educational diversion,the comprehensiveness of curriculum settings,and the super large scale of schools.Although comprehensive high schools in other countries such as the UK and Japan have the"family resemblance"of comprehensive high schools,their forms are di-verse and dynamic.Some belong to typical members of"comprehensive high schools",some are atypical members,and others have fuzzy boundaries.Comprehensive high schools do not and should not have a fixed unified model.Countries should build and develop their own comprehensive high schools according to the specific national conditions and the needs of the changing times.To overcome the difficulties in the development of comprehensive high schools in China,we should focus on effectively solving the problem of"binary separa-tion"between high school education and vocational education,and reconstruct the practical model of comprehensive high schools based on social engineering thinking.
Comprehensive High Schoolprototype categorydiversificationdy-namicity
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