实践课程论研究

发布时间：2018-06-27 06:04

本文选题：实践课程本体论 + 认识论　；参考：《西南大学》2008年博士论文

【摘要】： 人是教育的产物,课程是教育的核心。从这个意义上讲,人也就是课程的产物。在学校环境里,学生与教师都在课程中成长、成熟和发展,课程事关学生和老师的命运、前途与幸福。要培养合格的人才,就要有理想的课程,要解决人才培养中存在的各种问题,就要革除课程的各种弊端。要为学生创造幸福的人生,就要为他们提供优质的课程。要真正关心教师,就要让他们成为课程的主人而不是课程的奴隶。以人为本,应该是课程论的宗旨,是研究的出发点和归宿。以人为本的课程论就是实践课程论。因为人是在实践活动中成长、发展的。真善美的统一是人发展的理想境界,它既是实践活动的基本要求,也是实践活动的产物。以人为本的课程论要以实践为基础,以真善美为基本价值取向。这样的课程新哲学就是实践课程论。本课题的研究对象是课程哲学,是课程的哲学基础问题。以实践为基础,以人为本,真善美的统一是实践课程论的基本精神,也是本课题用以反思中国课程问题,构建课程新哲学的立论依据。在本课题中,课程的哲学基础不是一般意义上的哲学,而是马克思主义哲学。进入20世纪80年代之后,马克思主义哲学在中国具有实践哲学的新形态。以实践哲学作为课程的哲学基础,是课程哲学与时俱进的必然要求。实践哲学与课程论相结合的产物就是实践课程论。实践课程在课程论的范畴体系中早已有之。人们常常把它与理论课程相对应,看作是一种课程类型和课程结构。在这种意义上,实践课程在性质上就属于形而下,是课程的具体问题,而不是理论基础问题。我们把实践课程论作为课程的哲学基础,从表面上看,似乎仅仅是多了一个“论”字,但实质上这一字之差,却表明了实践课程论的课程哲学性质,规定了它是课程领域中关于形而上问题的理论,在内容上它是由“四论”组成的,即实践课程本体论、认识论、价值论和审美论。这“四论”统一的哲学支撑则是真善美的价值取向,把这“四论”展开,实践课程论的丰富内容就会呈现在人们的眼前。从研究思路上讲,本课题首先从时代发展的特征入手去反思课程论的哲学基础问题,找到立论的根据,提出以实践课程论作为课程哲学基础,然后分别从本体论、认识论、价值论和审美论的角度,揭示课程与哲学的丰富内容,按照真善美逐步提升,相互统一的逻辑,论证实践课程论是课程的哲学基础。最后,通过作者的校本实践课程实验来验证实践课程论的构想,揭示实践课程论的应用价值。把这个研究思路变为研究成果具体表现为以下内容: 全文分为五个部分: 第一部分,导论。主要回答什么是实践课程论,这种课程哲学的理论基础,实践观的本质等问题。这个部分的难点在于把人们耳熟能详的实践,实践课程等概念加以新的规定,赋予时代精神和个性特色。第二部分,实践课程本体论。立足于本质论和基础论两个角度回答课程是什么的问题。力图从课程本质的方法论分析和课程的哲学基础等方面去说明要从真善美相统一的维度去揭示课程的本质,为课程认识论、价值论和审美论奠定基础。第三部分,实践课程认识论。从结构上分为实践课程认识本质论、知识论、过程论、发展动力论和认识河流论等五个方面。力图揭示实践与认识的关系在课程论中的特殊表现,说明课程是如何在实践与认识的矛盾中发展前进的,我们应该如何把课程中的问题放在实践的基础上加以认识和把握,集中起来就是回答如何认识课程问题,解决求真的问题。第四部分,实践课程价值论。从实践价值论角度去研究课程世界的意义,解决向善的问题,回答课程价值的本质、特点、取向和评价等问题。第五部分,实践课程审美论。以审美的方式去把握课程世界,解决求美的问题,力图从历史与现实的角度寻找课程审美的坚实基础,通过研究学习美、教学美和校园美揭示实践课程审美的价值和意义。本课题在研究过程中以本人所在学校为实验单位,力图将课题研究与工作实践有机地结合起来,在实践中发现和提出问题,在研究中总结和提炼实践经验,验证研究假说和课程构想,在附录中记录了近五年来实验过程及效果,这个实验涉及全校,其效益明显,并且在同类院校中产生了积极的影响。可以说,这篇论文一方面是用心、用脑在写,另一方面也是用行动、用实验在书写。本人力图使这点成为本研究的特色和创新之处。本研究的理论意义在于: 1.力图丰富课程的哲学基础。力求突破目前将课程哲学局限于认识论的状况,把课程本体论、认识论、价值论和审美论共同作为课程的哲学基础。同时,力求突破传统教科书哲学形态,用实践哲学作为课程的哲学基础,把课程哲学放在真善美统一的基础上。 2.力求探索一种新的课程方法论即用实践思维方式去研究课程历史、探讨课程本质、反思课程问题。实践思维方式力图表明,首先,实践课程论是关于培养人才的理论,它的出发点和归宿都是为了人,是为了学生成才、教师发展,它是一种以人为本的课程观。其次,它是真善美相统一的课程论,在价值取向上是求真、向善、尚美,要努力实现课程和谐。尽管本课题以课程哲学为研究对象,属于课程领域的形上问题,不具有对策性和实用性。但是,它仍然具有实践意义。首先,实践课程论所揭示的以真善美相统一为主要内容的课程与哲学的关系,对于课程论来说可以起着固本强基的作用,这对于课程论的生长、发展具有积极的意义。其次,它有助于提高或改变人们对课程论的认识。比如课程本体论力图表明虽然几百年来课程论都有明确的对象,但是,由于时代的差异和思维方式的不同使得课程本质观的演唱成了交响乐,这对于人们在实践中把握课程形态的多样性,以及各种流派的斗争具有积极的意义。课程认识论、价值论、审美论都具有方法论的实践意义。
[Abstract]:People are the product of education, and curriculum is the core of education. In this sense, people are the products of the curriculum. In the school environment, students and teachers are growing, mature and developed in the course. The curriculum is related to the fate of the students and teachers, the future and the happiness. To cultivate qualified people, we have to have an ideal course to solve the survival of the personnel training. In order to create a happy life for the students, we should provide them with high quality courses. To truly care for teachers, they should make them the masters of the curriculum rather than the slaves of the curriculum. It is the aim of the curriculum theory, the starting point and the end end of the study. The theory of Cheng is the theory of practical curriculum. Because people are growing up and developing in practical activities. The unity of true, good and beautiful is the ideal realm of human development. It is both the basic requirement of practical activities and the product of practical activities. The curriculum theory of people-oriented should be based on practice and the basic value orientation is true, good, good and beautiful. Practice curriculum theory.
The subject of the subject is the philosophy of curriculum and the philosophical foundation of the course. The basic spirit of the practice curriculum theory is based on practice, and the unity of the people, the truth, the good and the beautiful is the basis for the study of the Chinese curriculum and the construction of the new philosophy of the curriculum. In this subject, the philosophical foundation of the course is not in general sense. Philosophy, but Marx's philosophy. After the 1980s, Marx's philosophy has a new form of practical philosophy in China. Taking practical philosophy as the philosophical basis of the curriculum, it is the inevitable requirement of the course philosophy to keep pace with the times. The product of the combination of practical philosophy and curriculum theory is the theory of practical curriculum.
Practice curriculum has long been found in the category system of curriculum theory. People often regard it as a kind of course type and course structure. In this sense, the practical course is in nature, it is the specific problem of the course, not the theoretical basis. We regard the practice curriculum theory as the philosophy of the curriculum. The basis of learning, on the surface, seems to be only a word of "theory", but the essence of this word is that it shows the philosophical nature of the curriculum theory of practice, that it is the theory of metaphysics in the field of curriculum, which is composed of "four theories", that is, the ontology of practical curriculum, epistemology, axiology and trial. The philosophical support of the "four theories" is the value orientation of the true, the good and the beauty, and the "four theory" is carried out, and the rich content of the practice curriculum theory will be present in the eyes of the people.
From the point of view of the research, the subject begins with the characteristics of the development of the times to reflect on the philosophical foundation of the curriculum theory, finds the basis of the theory, and puts forward the theory of practical curriculum as the philosophical basis of the course, and then reveals the rich content of the curriculum and philosophy from the angle of ontology, epistemology, axiology and aestheticism, and then according to the truth, goodness and beauty. The theory of practical curriculum is the philosophical basis of the curriculum. Finally, the author's school-based practice experiment is used to verify the concept of practical curriculum theory and to reveal the application value of the theory of practical curriculum.
Turning the research ideas into research results is as follows:
The full text is divided into five parts:
The first part is the introduction. The main answer is the practical curriculum theory, the theoretical basis of the philosophy of this course, the essence of the concept of practice, and so on. The difficulty of this part is to make new rules, such as the familiar practice, the practical curriculum and so on, and give the spirit of the times and personality characteristics.
The second part, practice curriculum ontology, based on the two angles of essence and basic theory, answers the question of what course is. It tries to explain the essence of curriculum from the dimension of the unity of true, good and beauty, and lay the foundation for curriculum epistemology, axiology and aestheticism, from the methodology analysis and the philosophical basis of curriculum.
The third part, the epistemology of practical curriculum, is divided into five aspects: the essence theory, the theory of knowledge, the process theory, the dynamic theory of development and the understanding of the river theory from the structure. It tries to reveal the special expression of the relationship between practice and knowledge in the curriculum theory, and shows how the course is developing in the contradiction between reality and cognition, and we should be like How to understand and grasp the problems in the curriculum on the basis of practice is to answer how to understand the curriculum problems and solve the problem of seeking truth.
The fourth part, the practice of curriculum value theory, from the perspective of practical value theory to study the meaning of the curriculum world, to solve the problem of good, answer the essence of the curriculum value, characteristics, orientation and evaluation and other issues.
The fifth part, to practice the aesthetic theory of curriculum, to grasp the curriculum world in the aesthetic way, to solve the problem of seeking beauty, and to seek the solid foundation of the curriculum aesthetic from the perspective of history and reality, and to reveal the value and significance of the aesthetic of the practical course through the study of the beauty of learning, the beauty of teaching and the beauty of the campus.
In the course of the study, I take my school as an experimental unit, try to combine the research and practice of the subject organically, find and put forward problems in practice, summarize and extract practical experience in the study, verify the research hypothesis and curriculum conception, record the experiment process and effect in the appendix for nearly five years, this experiment The whole school has obvious benefits and has a positive influence in the same kind of colleges and universities. It can be said that this paper, on the one hand, is written with the mind, on the brain, on the other hand, and in writing with experiments. I try to make this the feature and innovation of this study.
The theoretical significance of this study lies in:
1. try to enrich the philosophical foundation of the course, strive to break through the current situation that the philosophy of curriculum is limited to epistemology, and take the curriculum ontology, epistemology, axiology and aestheticism as the philosophical foundation of the curriculum. At the same time, we try to break through the traditional textbook philosophy form and use the practical philosophy as the philosophical foundation of the course, and put the course philosophy in the true and the good. On the basis of unity of the United States.
2. try to explore a new curriculum methodology, that is, to study the history of curriculum with practical thinking mode, explore the essence of the curriculum and reflect on the problem of curriculum. The practice thinking mode tries to show that, first of all, the theory of practice curriculum is about the theory of cultivating talents, its starting point and destination are all for the sake of the students, and the development of the teachers, it is a kind of Secondly, it is a curriculum theory of unity of truth, goodness and beauty. In value orientation, it is seeking truth, being good, and being beautiful, and striving to achieve harmony in curriculum.
Although the subject takes the course philosophy as the research object and belongs to the form problem in the field of curriculum, it does not have the countermeasures and practicality. However, it still has practical significance. First, the relationship between the curriculum and the philosophy, which is revealed by the practice curriculum theory, is the main content of the unity of the true, the good and the beautiful, and it can play a solid foundation for the curriculum theory. It has a positive significance for the growth and development of curriculum theory. Secondly, it helps to improve or change people's understanding of curriculum theory. For example, although the curriculum theory of curriculum ontology has a clear object for hundreds of years, the differences in the times and different ways of thinking have made the nature of the curriculum a symphony, It has a positive significance for people to grasp the variety of the curriculum and the struggle of various schools in practice. The theory of curriculum, the theory of value and the theory of aesthetics have the practical significance of the methodology.
【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G423

【引证文献】