论课程文化自觉

发布时间：2018-04-03 21:59

本文选题：课程文化自觉　切入点：价值取向　出处：《西南大学》2007年博士论文

【摘要】： 本研究从哲学、文化学、社会学、历史学等跨学科的视角出发，综合运用理论研究、比较研究和调查研究等方法，探讨了课程文化自觉问题。本研究主要包括本体论、价值论、方法论和实践论四方面内容，目的在于揭示课程文化发生、发展的规律，丰富课程论知识基础，为当前我国的课程改革进行价值导引和方向把握。在本体论部分，本研究立足于文化、着眼于课程，从文化自觉的视角提出了课程文化自觉这一命题。本研究认为：课程文化自觉是人类对课程发展方向的理性认识和把握，并形成主体的一种文化信念和准则，人们自觉意识到这种信念和准则，主动将之付诸实践，在文化上表现为一种自觉践行和主动追求的理性态度。理性是课程文化自觉的本质。课程文化自觉是在理性思维基础上确定课程的合理性、规范性和客观性的过程，其本质规定性包括理性思维、理性统一、理性态度、理性选择、理性目标，，具体体现为：主体的课程文化意识、开放的课程文化胸襟、系统的课程文化结构、鲜活的课程文化生命、超越的课程文化品质等特点。基于文化价值论，笔者认为，课程文化自觉的价值取向包括价值特性、价值选择和价值实现三个方面。理性、动态性和标准性是课程文化自觉的价值特性；如何进行课程文化价值选择?本研究提出：对立是动力，环境是条件，平衡是目的，契合是依据，统一是准则，保持张力是要求；通过本然的回归、向度的统一、生命化的转向、合理主体性的确立，最终建构系统的课程文化价值观，达成价值实现。基于方法论，笔者认为，课程文化走向自觉的指导思想是：以马克思主义文化观为方法论基础，以跨学科方法论的特点为参照坐标，以专门学科的研究范式为方法论的具体应用，以构建中国特色的课程文化为目标，通过对现有课程文化局限性的突破和新课程文化模式的探索，促使旧文化形态向新文化形态转换，引发旧课程观的解构和新课程观的建构，促使传统惯性的消解和传统精华的重铸，推动课程文化观念创新、课程文化知识体系创新、课程文化思维方式创新、课程文化管理体制创新，促使课程的重大变革和一代课程新人的涌现。课程文化自觉有三条基本路径：传统课程文化寻根、国际课程文化理解、本土课程文化生成，具体的方法是：反思性尝试、规律性把握和创新性超越等。基于实践论，笔者考察了国家课程文化自觉、地方课程文化自觉和校本课程文化自觉。本研究提出国家课程文化自觉的实践策略是：课程政策的先进文化引导、课程标准的整体文化价值建构、教科书的丰富文化承载、课程管理的弹性文化约束、课程实施的自主文化创新。从地方文化体入手，笔者分析了地方课程文化特征，从价值、依据、原则、程序等方面讨论地方课程文化自觉，以河南省地方课程为案例，分析了地方课程文化自觉实践层面的问题。从校本课程的文化属性入手，分析了校本课程的价值取向，从主体和实践操作两个方面探讨了校本课程文化自觉的实践策略，并结合“以文化自觉为导向之高中艺术教育课程研究”的实践案例，具体分析了校本课程文化自觉的操作层面的问题。课程文化自觉命题的提出，是课程历史经验的总结，是课程改革的时代要求，也是当今课程研究之必然。坚持课程文化自觉，对和谐课程文化建设和科学课程发展观的建立有重大的理论价值和现实意义。本文认为，要真正走向课程文化自觉，必须坚持科学发展观，处理好继承与创新、借鉴与批判的关系，走基于本土化的自主创新之路。
[Abstract]:This study from philosophy, culture, sociology, history of interdisciplinary perspective, the integrated use of theoretical research, comparative research methods and research, discusses the issue of the cultural consciousness of curriculum. This research mainly consists of ontology, value theory, methodology and practice four aspects, aims to reveal the occurrence of curriculum culture and the law of development, enrich the basic knowledge of curriculum, the curriculum reform in China guidance and direction to grasp.
In the ontology part, this research is based on the culture, focusing on curriculum, the proposition of the cultural consciousness of curriculum from the perspective of cultural consciousness. This research shows: the cultural consciousness of curriculum is the rational direction for the curriculum development of human understanding and grasp, a kind of cultural beliefs and norms and the formation of the subject, people consciously aware of this beliefs and norms, the initiative will be put into practice in the culture is a kind of conscious practice and the active pursuit of a rational approach. Rationality is the essence of the cultural consciousness of curriculum. The cultural consciousness of curriculum is to determine the rationality in the course of rational thinking based on the process of standardization and objectivity, their essence including rational thinking, rational unified, rational attitude, rational choice, rational objectives are as follows: the main curriculum culture consciousness, open curriculum culture mind, cultural structure of curriculum system, the curriculum culture alive The characteristics of the cultural quality of the course of life.
The value of culture, based on the author believes that the value orientation of the cultural consciousness of curriculum includes the value characteristics, value choice and value of three aspects. The rational, dynamic and standard of value characteristics of the cultural consciousness of curriculum; how to carry out the cultural value of curriculum selection? Proposed in this study: the opposition is power, environment conditions and balance to fit the basis, unity is the norm, keeping tension is required; through the return of culture, to unification, the transform of life, establish rational subjectivity, finally construct the system of curriculum culture values, a value realization.
Based on the methodology, the author believes that the guiding ideology of curriculum culture to consciousness is: Marx's view of culture as the foundation, with the characteristics of the interdisciplinary methodology for reference, to the special subject research paradigm for the specific application of methodology, in order to construct China characteristics of curriculum culture as the goal, through the exploration of the existing the limitations of the breakthrough of curriculum culture and the new curriculum culture pattern, causes the old culture to the new culture, construction of curriculum cause old deconstruction and new curriculum, promote digestion of traditional inertia and traditional essence of recasting, promoting the idea of curriculum culture innovation, knowledge innovation system of curriculum culture, curriculum culture mode of thinking innovation the innovation of management system, curriculum culture, a major reform program to promote and generation of new curriculum. The emergence of the cultural consciousness of curriculum has three basic paths: traditional curriculum culture, The international curriculum culture understanding, the local curriculum culture generation, the concrete methods are: the reflective attempt, the regularity grasp and the innovative transcendence.
Based on practice, the author examines the national cultural consciousness of curriculum, local curriculum and school-based curriculum culture consciousness of cultural consciousness. This study proposes practical strategies of national cultural consciousness of curriculum is: advanced culture curriculum policy guidance, constructing the overall culture value of curriculum standard, carrying rich cultural textbooks, elastic cultural constraints of curriculum management. The cultural innovation of curriculum implementation. Starting from the local culture, the author analyzes the cultural characteristics of local curriculum, from the value, basis, principle, discussed the local cultural consciousness of curriculum program, the local curriculum in Henan Province as a case, analyzes the cultural consciousness of the practice of the local curriculum. From the perspective of cultural attributes of the school-based curriculum. Analysis of the value orientation of school-based curriculum, discusses the practical strategies of school-based curriculum culture consciousness from two aspects: subject and practice, combined with the "cultural self The practical case of the study of art education curriculum in senior high school is a practical case, and the problems in the operational level of the school-based curriculum cultural consciousness are analyzed in detail.
The proposition of the cultural consciousness of curriculum, the curriculum is a summary of historical experience, is the requirement of the curriculum revolution, but also the necessity of the present curriculum research. Adhere to the cultural consciousness of curriculum, the establishment of harmonious cultural construction of curriculum and science curriculum development has great theoretical value and practical significance.
This paper argues that if we want to truly become conscious of curriculum culture, we must stick to Scientific Outlook on Development, deal with the relationship between inheritance and innovation, draw lessons from criticism, and take the road of indigenous innovation based on localization.

【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G423

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