基于文化素养养成的课程知识理解——课程知识的文化性及其实现

发布时间：2018-04-19 09:50

本文选题：课程知识 + 文化性　；参考：《中国教育学刊》2017年01期

【摘要】：课程知识之所以具有教化功能,不仅仅因为其科学性,同时也在于其属人的文化性。在科学主义知识论的长期影响下,现代课程知识注重的是对客观世界的表征,忽视了对文化性的理解,使知识教学日渐演变成为一种知识传递。课程知识中的文化疏离在教学中表现为文化漠视、文化装点、文化锁定三种类型。理解课程知识的文化性,是教书育人的前提,影响着学生文化素养的形成。课程知识的文化融合在教学中的实现,需要确认师生的文化主体身份,提升其文化主体意识;挖掘教学过程中的文化要素,促进潜在文化的"动姿化";倡导文化回应性教学,促进教学方式的深度变革。
[Abstract]:Curriculum knowledge has the function of enlightenment, not only because of its scientific nature, but also because it belongs to human culture.Under the long-term influence of scientism knowledge theory, modern curriculum knowledge pays attention to the representation of the objective world, neglects the understanding of culture, and makes the knowledge teaching become a kind of knowledge transfer day by day.There are three types of cultural alienation in curriculum knowledge: cultural indifference, cultural decoration and cultural lock.Understanding the cultural nature of curriculum knowledge is the premise of teaching and educating people, which affects the formation of students' cultural literacy.In order to realize the cultural integration of curriculum knowledge in teaching, it is necessary to confirm the identity of teachers and students as cultural subject, to enhance their consciousness of cultural subject, to excavate the cultural elements in the teaching process, to promote the "dynamic posture" of potential culture, and to advocate the teaching of cultural responsiveness.To promote the deep reform of teaching methods.
【作者单位】：陕西师范大学教育学院;贵阳学院教育科学学院;
【基金】：新疆维吾尔自治区文科基地“新疆教师教育研究中心”2016年度重大招标项目“多元文化背景下基于课堂教学改进的教师发展研究”(项目编号:XJEDU040516A01) 国家社科基金西部项目“双语教师的文化理解对新疆青少年国家认同的影响研究”(项目编号:16XMZ051)阶段性研究成果
【分类号】：G423

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