课程实施的文化制约现象之考察

发布时间：2018-01-19 12:09

本文关键词： 课程研发课程实施课程文化学校文化文化制约　出处：《华南师范大学学报(社会科学版)》2017年03期 　论文类型：期刊论文

【摘要】：课程实施实质上是一个有机的文化继承、交融和创新过程。在新课程研发与实施中,伴随着文化创新的努力和发展,出现了越来越棘手的文化制约现象,主要表现为:在知识化背景下理想的或官方的课程文化形态与学校的实际课程文化形态的冲突;在民主化背景下统一的意识形态化课程文化样式与多样的本土化课程亚文化样式的冲突;在全球化背景下西方个人主义课程文化价值与中国群体主义课程文化价值的冲突。应对这样的特殊现象与冲突,需要形成正确的课程文化尊重态度,进而在课程研发与实施中建构和采用"文化创新是着眼点、文化交融是着重点、文化传承是立足点和出发点"的新型文化原理与方法。
[Abstract]:Curriculum implementation is essentially an organic cultural inheritance, blending and innovation process. In the development and implementation of the new curriculum, with the efforts and development of cultural innovation, there has been a more and more difficult phenomenon of cultural constraints. The main manifestations are as follows: the conflict between the ideal or official curriculum culture form and the actual curriculum culture form under the background of knowledge; Under the background of democratization, the conflict between the unified ideological curriculum culture style and the various local curriculum subculture style; Under the background of globalization, the conflict between the cultural value of western individualism curriculum and the cultural value of Chinese collectivism curriculum needs to form a correct attitude of respect for curriculum culture in order to cope with such special phenomena and conflicts. Then the new cultural principles and methods of "cultural innovation is the starting point, cultural blending is the focal point, and cultural inheritance is the foothold and starting point" are constructed and adopted in curriculum research and development and implementation.
【作者单位】：华南师范大学价值教育研究与开发中心;
【基金】：广东省教育厅特色创新项目(教育科研类)“校本学习研究原理与方法的探索”(2014GXZK028);广东省教育厅青年创新人才类项目(人文社会科学)“幸福为本优良品德学习原理与方法研究”(2016WQNCX014)
【分类号】：G423
【正文快照】： 课程改革是教育改革的核心问题,而课程改革能否取得成功,关键在于实施。[1]许多规模盛大、影响深远的课程改革在从蓝图转为实施、试图实现预期目标的一系列操作之后就面目全非了,即偏离或远离了当初设置良好的目标,甚至有时与其背道而驰。[2]有学者颇具洞见力地指出,在相当程

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