意境化课程研究

发布时间：2018-01-17 22:28

本文关键词：意境化课程研究　出处：《西南大学》2009年博士论文　论文类型：学位论文

【摘要】： 随着不同课程范式的崛起与转移,课程探究也从一元态势转变为多元探究形式。在当代课程研究领域,从不同视域审视课程,用多元性话语理解课程,以各种理论建构课程,已成为课程研究的趋势。同时,在课程理论研究领域出现的国内“西化”与国外“发现东方”的趋势以及我国当前课程改革实践的反思都要求我们立足中国课程与教学研究领域的现实问题,对本土文化进行重新思考,既扬弃中国古代课程与教学话语,又与世界其他文化体系中的课程与教学话语展开真正意义上的对话。在这种背景下,研究者从中国文化中意境思想的视野开展课程研究成为可能。本论文开篇简要介绍了本研究的问题由来、研究概况、研究意义、研究思路与研究方法。第一部分梳理了意境思想,讨论了意境思想对课程研究的启示,界定了意境化课程的内涵并分析了意境化课程的意义。意境作为中国古代文论独创的一个概念,是我国传统文化和美学长期孕育、共同铸造的一个美学范畴,它以情景交融的表现特征,虚实相生的结构特征,韵味无穷的审美特征和呈现生命律动的本质特征,成为艺术至境追求。本文以“意境化课程”来指称“以意境为隐喻的课程设计活动,即在课程价值上倡导以关注人的生命存在为最终旨归;课程设计中强调借鉴艺术创作规律,运用“虚实相生”、“立象尽意”等艺术创作手法;教材设计和课程实施中提倡布白与创设情境,倡导教师,教材和学生的体悟和视域融合;课程评价中推崇导向美学精神的理念”。需要说明的是,意境化课程并不拘泥于特定的外在形态,学科课程和活动课程都可以体现出意境化的特征。意境化课程使教材的功能得到拓展;为师生提供了创造生成的空间;能发挥学生的主体性和张扬儿童的个性。论文第二部分分别从教育学、文化学、心理学以及生命美学的角度分析了意境化课程的思想渊源。意境化课程诞生的一个重要基础是课程研究的后现代转化。审美取向的后现代课程观从课程与艺术作品之间有诸多相似之处出发,采纳美学观点批判现代工具理性对审美经验的压缩,强调整合的、全人的、创造的课程经验,并把课程当作“美学文本”来理解。就艺术作品而言,意境是其最高追求,探讨如何使课程这一“艺术作品”具有“意境”是后现代课程研究的自然诉求,也是催生意境化课程的一个重要因素。从文化学的角度来说,意境是中国独特的文化产物,是心物、主客、内涵和形式的完美统一。先民天人合一的宇宙意识与生命情怀奠定了最深刻的文化底蕴。“天人合一”思想是中国对天与人,对客观世界与主观世界相互关系的认识结晶。人的实践活动原则及价值目标是重整体和合的“天人合一”。课程作为人类的一项重要的实践活动也应遵循“天人合一”的思想。“天人合一”思想中的宇宙论、价值论和认识论内涵为意境化课程提供了丰富的文化滋养。为了消除因“二元对立”思维方式造成的课程与学生、教师与学生、科学和人文分离的教育异化现象,意境化课程提倡用一种“整体有机”的观点来审视课程,关注学生的个体生命,强调使课程真正成为学生内在的灵性之旅。从心理学的角度来说,无论意境的创造、表达和感知都离不开作者与欣赏者的心理活动,尤其是直觉体悟与完形压强。因此,课堂教学要充分发挥学生的直觉思维,给学生以体悟曼妙生命的机会。同时,课程的设计应借鉴艺术作品的虚实相生等创作规律,使课程对人产生“召唤”作用。意境是一个美学范畴。美必须根据心灵的能动性来定义,根据知觉活动的功能并以这种功能的一种独特倾向来定义,而“心灵的能动性”、“知觉化的方式和过程”就是人的生命。课程作为一种进入教育领域中的特殊文化,也就是一种特殊的“人的生命存在及其优化活动”,从生命美学的视角来看,也就是人的一种生命活力得以激发和实现,产生特殊愉悦之情的过程,是拥有“美”的本性的。因此,理想的课程应是能唤起人的美感的课程。这种美感必然是与生命尤其是精神生命相联系的。因此,课程应以关注人的生命尤其是精神生命为目标。论文第三部分从五个方面论述了意境化课程的基本理念,指出意境化课程以促进学生的精神生命自由成长为课程价值观;倡导动态生成的个体性和境域性课程知识观;秉持教材是对话的文本的理念;在课程实施中践行对话与体悟的教学;在课程评价中强调导向美学精神的理解与鉴赏。论文第四部分讨论了意境化课程的教材设计策略。借鉴艺术作品的创作手法——“计白当黑”和“外师造化”,教材设计不论是版面设计还是内容选择上都应适度“布白”;教材内容面向学生的生活。第五部分重点阐述了意境化课程的课堂教学策略。受艺术作品的创作手法——虚实相生、立象尽意和情景交融的启发,意境化课程倡导课堂教学中的布白、情境教学以及以情优教等策略。第六部分讨论了课程评价的问题,指出意境化课程的评价以主体性、多元性、过程性以及人文化为特征,并且举例说明了意境化课程评价的维度与具体的操作步骤。最后一部分总结了意境化课程的精髓与目前研究中存在的问题和未来研究的方向。尽管本研究还存在一些不足,但以意境为隐喻的课程研究为我们的课程研究提供了一个新的视界,有助于课程理论的丰富与完善,是课程研究本土化建设的一个尝试。
[Abstract]:With the rise and transfer of different curriculum paradigm, curriculum inquiry from one element into diverse forms. Research situation in the field of contemporary curriculum research, curriculum review from different perspectives, with the diversity of understanding curriculum discourse, curriculum construction in theory, has become the trend of curriculum research. At the same time, appear in the research field of curriculum theory the domestic and foreign "Westernization" and "discovery of the Orient" trend and Reflection on China's current curriculum reform demand based on our practical problems China curriculum and teaching research, to rethink the local culture, both ancient Chinese sublation of curriculum and teaching and discourse, and the rest of the world in the cultural system of curriculum and teaching discourse the true meaning of the dialogue. In this context, researchers from the China cultural ideas in the artistic field to carry out curriculum research possible.
This paper briefly introduces the origin of this research problem, research status, research significance, research ideas and research methods. The first part discusses the artistic conception, artistic conception inspiration on the curriculum research, defines the connotation of the artistic conception of curriculum and analyzes the artistic conception of the meaning of the course. A concept of ancient artistic conception as Chinese the original, is China's traditional culture and aesthetics of the long-term development, an aesthetic category common casting, which features scenes, structural characteristics of the virtual and real world, infinite charm and aesthetic characteristics of present rhythm of life essence, is the pursuit of artists. This "artistic curriculum" to refer to "in the mood for the curriculum design activities of metaphor, namely in the course of value advocated to concern the existence of human life as the ultimate aim; curriculum design emphasizes the reference art law, using" virtual The real "students", image and other artistic techniques; teaching design and curriculum advocated in the white cloth and the creation of context, teachers, teaching materials and students' understanding and fusion of horizon; highly oriented aesthetic spirit in curriculum evaluation concept. That is, the artistic course does not rigidly adhere to the external the specific form of the subject curriculum and activity curriculum can reflect the characteristics of artistic conception. The course textbook functions to be expanded; provides space of creation for teachers and students; can play the subjectivity of students and develop the child's personality.
The second part respectively from education, culture, psychology and life aesthetics point of view of the ideological origins of artistic courses. An important basis for the birth of the artistic conception of curriculum is the curriculum of the modern transformation. The aesthetic orientation of the postmodern curriculum based on the similarities between the curriculum and the adoption of works of art, aesthetics critique of instrumental rationality of modern compression of aesthetic experience, emphasizes the integration of the whole people, the creation course, experience, and the curriculum should be understood as the aesthetic text. Art, artistic conception is the highest pursuit, to explore how to make curriculum this "art" with "artistic conception" is the postmodern curriculum study on the natural appeal, an important factor in the artistic curriculum is spawned. From the cultural perspective, the artistic conception is Chinese unique cultural product, is the core, subject and object, content and form The perfect unity of heaven and ancestors. A cosmic consciousness of life feelings laid the most profound cultural heritage. "Harmony" is the Chinese of heaven and man, understanding on the crystallization of relationship between the objective world and the subjective world. Practice principle and value of the target is whole and the harmony between man and nature a "course. As an important practice of human activity should follow the idea of" heaven ". The idea of" heaven "in cosmology, epistemology and value connotation provides a rich cultural nourishment for the artistic course. In order to eliminate the cause for curriculum and students'" two yuan opposition "thinking the teachers and students, the alienation of science and humanities education separated, artistic curriculum advocates with a" organic whole "view of curriculum, pay attention to students' individual life, stressed that the curriculum become students The inner spiritual journey. From the point of view of psychology, both the creation of artistic conception, expression and perception cannot do without the author and appreciate the psychological activity, especially intuitive understanding and Gestalt. Therefore, classroom teaching should give full play to the student's intuition thinking, to the students to experience the graceful life opportunity. At the same time, the actual and such creation rules should draw lessons from the works of art curriculum design, the courses have a "call" to people. The artistic conception is an aesthetic category. Beauty must be based on the initiative of mind to define a unique tendency according to the perceptual function of activity and in this function to define, and the "spirit of initiative", "perception of the way and process" is people's life. As a kind of special culture courses in the field of education, is also a kind of special "the existence of human life and its activities, from the life aesthetics A dynamic perspective, life is human to stimulate and realize special pleasure in the process, is the "beauty" of nature. Therefore, the ideal curriculum should be able to arouse people's aesthetic course. This is inevitable and beauty of life in particular contact. Therefore, the curriculum should be concerned about human life in particular.
The third part discusses the basic concept of artistic courses from five aspects, points out the artistic curriculum to promote students' growth of the spiritual life is the curriculum values; advocate the dynamic generation of individual and contextual view of curriculum knowledge; uphold the textbook is dialogue text concept; teaching practice in the course of dialogue and understanding in the implementation of curriculum evaluation; emphasizes understanding and aesthetic appreciation.
The fourth part discusses the teaching design strategies of artistic creation -- curriculum. "Black" and "nature outside" when the white reference works of art techniques, materials design both the layout design or content selection should be appropriate "white cloth"; teaching contents for students of life.
The fifth part focuses on the classroom teaching strategies of artistic creation course. By the works of Art -- the false and true, meaning and symbol inspired scenes, the artistic conception of curriculum in the classroom teaching of white cloth, situational teaching and emotion strategies.
The sixth part discusses the problem of curriculum evaluation. It points out that the evaluation of mood based curriculum is characterized by subjectivity, diversity, process and human culture, and illustrates the dimensions and specific operation steps of the evaluation of artistic conception.
The last part summarizes the essence of the course of artistic conception and the existing problems in the present study and the direction of future research.
Although there are still some shortcomings in this research, the curriculum research with metaphor as metaphor provides a new perspective for our curriculum research, and helps to enrich and perfect the curriculum theory. It is an attempt of localization of curriculum research.

【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G423

【引证文献】