论课程知识的公正限度及其超越

发布时间：2018-05-15 22:05

本文选题：课程知识 + 权力品性　；参考：《中国教育学刊》2017年05期

【摘要】：课程知识是一种兼具静态文本性与动态生成性的知识类型,它的选择、传递与评价具有权力关涉的价值特性。一般而言,课程知识倾向于彰显社会主流或优势群体的价值诉求,窄化社会边缘或弱势群体的文化表达空间。当前,学校课程知识呈示出乡村文化经验渐趋空场、女性人物形象刻板化、民族文化特色不够鲜明等多种不合理之处,这势必会影响教育过程与结果的公正性。为使内蕴权力品性的课程知识更加公平公正,需要优化课程知识决策的主体结构,保障边缘群体的文化表达权利;开发多元化的校本课程,消解课程知识的性别与文化偏见;实施文化关涉性教学,创设平等与开放的课程知识环境。
[Abstract]:Curriculum knowledge is a kind of knowledge type with both static text and dynamic generation. Its choice, transmission and evaluation have the value of power. Generally speaking, curriculum knowledge tends to highlight the social mainstream or the value demands of superior groups and narrow the cultural expression space of social marginal or vulnerable groups. At present, the school curriculum knowledge shows that the rural cultural experience is gradually becoming empty, the image of female characters is stereotyped, and the national cultural characteristics are not clear enough, which will inevitably affect the fairness of the educational process and results. In order to make the curriculum knowledge with inherent power character more fair and just, we should optimize the subject structure of curriculum knowledge decision-making, protect the cultural expression rights of marginal groups, develop diversified school-based curriculum, eliminate the gender and cultural bias of curriculum knowledge. Implement cultural-related teaching and create an equal and open knowledge environment of curriculum.
【作者单位】：华中师范大学教育学院、湖北省基础教育研究中心;
【基金】：2016年度中央高校基本科研业务费项目“课程知识的教育价值及其实现机制研究”(项目编号:CCNU16A03012)研究成果
【分类号】：G423

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