摘要：
中国教育改革的“深度复杂”具有“实践感”的特有意味。这种“实践感”既不与国家教育改革的大政方针有意相悖，也不与整个教育改革进程人为相左；既不是纯主观主义的现象臆想，也不是纯客观主义的物理自然；而是纠缠着诸多复杂要义的“不是逻辑的逻辑”。其中，“场域”“惯习”“资本”构成“实践感”解释框架的鼎立三足。“场域”呈现出置身其中的国家、地方、学校之间各种多元开放、变动不居的位置关系，形成中国教育改革“深度复杂”的特有“社会小世界”；“惯习”携带历史积淀的从容、经验预存的提取和本体论意义的契合，形成中国教育改革“深度复杂”的特有“性情倾向”；“资本”集结成捆绑式“资本束”，作用实践甚至左右实践，形成中国教育改革“深度复杂”的特有“象征力量”。“实践感”不只是对中国教育改革“深度复杂”的问题诊断和框架解释，更指向对中国教育改革“深度复杂”刻骨的反思之切与强烈的改善之迫。
Abstract:
The“depth and complexity” of China’s education reform has the unique meaning of“sense of practice”. This“sense of practice” entangles many complex“logic that is not logic”. Among them,“fifield”“, habit”and“capital” constitute the three powerful parts of the interpretation framework of“sense of practice”“. Field”presents various diversifified, open and changing positional relationships among countries, places and schools, forming a unique“social small world” of“deep complexity” of China’s educational reform.“ Habit” carries the calm of historical accumulation, the extraction of pre stored experience and the coincidence of ontological significance, forming the unique“temperament tendency” of“deep complexity” of China’s educational reform”. The“capital” is assembled into a bundled“capital bundle”, which plays a role in practice, flflexible practice, and even dominates practice, forming a unique“symbolic force” of the“depth and complexity” of China’s education reform.
马维娜. 实践感：中国教育改革的“深度复杂”[J]. 探索与争鸣, 2021(7): 144-153.
Ma Weina. Sense of Practice: The “Depth and Complexity” of China’s Education Reform[J]. Exploration and Free Views, 2021(7): 144-153.