人知融生互动——论课程知识观的应然走向

发布时间：2019-04-25 11:55

【摘要】：传统课程知识观的知识化本质观遮蔽课程知识的教育性,客体化存在观贬抑其人文性,预成化发展观消解其多元生成性,工具化价值观忽视其意义性,使人知疏离,异化了课程知识属人、为人的特性。回到原点探寻,可知课程知识源于引导学生更好地发展成人的教育需要,它与教育联姻的基础在于其内蕴助益学生成长的可能意义。这种意义的现实化程度取决于学生与它融生互动的深度,体现于学生属人的发展高度。我们应确立以人的成长为核心的"人知融生互动"的课程知识观,明确课程知识的教育性、重视其人文性、关注其多元生成性、凸显其意义性和价值的主体依赖性,为深化课程改革实践以实现课程知识的存在意义奠定坚实的思想基础。
[Abstract]:The traditional view of knowledge of curriculum covers the educational nature of curriculum knowledge, the view of objectified existence detracts its humanity, the outlook of preformed development dispels its multi-formation, and the instrumental value ignores its meaning, which makes people know and alienate. The dissimilation of curriculum knowledge is human and human. Returning to the origin, we can see that curriculum knowledge originates from the educational needs of guiding students to develop adults better, and the foundation of its marriage with education lies in the possible significance of its intrinsic contribution to the growth of students. The degree of realization of this meaning depends on the depth of interaction between students and it, which is reflected in the height of individual development of students. We should establish the concept of curriculum knowledge with human growth as the core, make clear the educational nature of curriculum knowledge, attach importance to its humanism, pay attention to its pluralistic generative nature, and highlight its meaning and subjective dependence of value, and we should make clear the educational nature of curriculum knowledge, pay attention to its pluralistic generative nature, and emphasize its subjective dependence on meaning and value. It lays a solid ideological foundation for deepening the practice of curriculum reform in order to realize the significance of curriculum knowledge.
【作者单位】：新乡学院高等教育研究所;华中师范大学教育学院;
【基金】：国家教师教育“985”创新平台重大项目《教师教育理论创新与实践研究》(985ZB04) 教育部人文社会科学研究规划基金项目《教育学立场的人性问题研究》(11YJA880164) 中国博士后科学基金第49批面上资助项目(20110490116) 河南省教育厅人文社会科学研究项目《课程知识转型与课程改革》(2011-GH-069)
【分类号】：G423

【参考文献】