我国“新课改理念”的后现代主义倾向评析

发布时间：2018-04-12 21:48

本文选题：“新课改理念” + 后现代主义　；参考：《西南大学》2007年硕士论文

【摘要】： 我国新一轮基础教育课程改革的目标之一，就是要解决在科学主义课程与教学理论指导下，学校教育教学所存在的一些弊端。近年来，不少学者针对我国科学主义课程观及其危机问题进行了反思与评价，其彰显的反科学主义、反本质主义、反理性主义的教育观，无不打上了后现代主义哲学和教育思潮的烙印。应该说，由后现代主义教育思潮尤其是后现代课程理论所构建的“新课改理念”，对于解决传统教育教学中存在的问题，有一定积极意义。诸如，强调在课程目标上要注意学生的存在，注意培养学生的批判性、创造性；在课程内容上要注意多维的知识价值观；在教学过程中要注意多样的学习方式相结合：在课程评价上强调生成性评价的重要性等等。然而，由于后现代主义教育思潮本身所具有的局限性(主观性、相对性、绝对的否定观)，以及张扬“现代性”的科学教育理论在我国并没有失去其存在的土壤，现代性张扬的理性、科学和主体精神还远没有在我国社会生活中扎下根来，仍然是处于一种“无根”的飘浮状态。而后现代主义批判现代性张扬的“理性”、“科学”，却批判地过了头，走到了反科学的立场上。所以，结合我国国情以及我国教育改革的实际，由后现代课程理论所构筑的“新课改理念”，在具体指导新课改实践过程中，遭遇到实践的阻抗也就在所难免。并且也由此引发了一系列新的教学问题。诸如，在课程目标上，降低了知识目标的基础性，致使学生情感、态度、价值观的培养成了“无源之水”，“无本之木”；在课程内容上，忽视知识的相对确定性和客观性，将教材降位；贬低教师主导，，将教师的作用降位；过分强调探究性学习，拒斥有意义的言语接受学习，甚至将接受学习等同于机械学习、被动学习；过分强调课程的生成性评价，而轻视考试的作用等等。理论的模糊，只会导致实践的不知所措，以此为指导，在新课改实践中涌起一股“轻视知识”的思潮，也就不可避免。以马克思主义教育思想为指导，超越后现代主义知识观、课程观与教学观，坚持以“教学认识论”为新课程改革的理论基础，对以后现代主义为代表的“当代西方新理论”去粗取精、去伪存真，对“新课改理念”不断地进行“归正”，才能保证新课程改革的顺利进行。
[Abstract]:One of the goals of the new round of basic education curriculum reform in our country is to solve some disadvantages of school education and teaching under the guidance of scientism curriculum and teaching theory.In recent years, many scholars have reflected on and evaluated the curriculum view of scientism and its crisis in our country, which reveals anti-scientism, anti-essentialism and anti-rationalism education.All of them are imprinted with the postmodernism philosophy and the trend of educational thought.It should be said that the idea of "new curriculum reform", which is constructed by the trend of thought of post-modernism education, especially the theory of post-modern curriculum, has certain positive significance for solving the problems existing in traditional education and teaching.For example, emphasis should be placed on the existence of students, the cultivation of students' criticism and creativity, and the attention to multidimensional knowledge and values in the content of the curriculum.In the process of teaching, we should pay attention to the combination of various learning styles: emphasizing the importance of generative evaluation in curriculum evaluation.However, due to the limitations of postmodernism educational thought (subjectivity, relativity, absolute negation, and the spread of "modernity" theory of scientific education) in our country, it has not lost its soil of existence.The reason, science and subject spirit of modernity are far from taking root in our country's social life, and still in a rootless state.But the post-modernism criticizes the "rationality" and "science" of modernity, but critically goes too far and goes to the position of anti-science.Therefore, according to the situation of our country and the reality of educational reform in our country, the "new curriculum reform idea" constructed by the post-modern curriculum theory is inevitable in the process of guiding the practice of the new curriculum reform.And it also leads to a series of new teaching problems.For example, in curriculum objectives, the foundation of knowledge goals is reduced, resulting in the cultivation of students' emotions, attitudes and values as "water without a source" and "wood without foundation"; in the content of the curriculum, the relative certainty and objectivity of knowledge are ignored.Lower the teaching material; degrade the teacher's leading position and lower the teacher's function; emphasize the inquiry learning excessively, reject the meaningful speech acceptance study, even equate the accepted learning with mechanical learning, passive learning;Overemphasize the generative evaluation of the curriculum, but despise the role of the examination and so on.The vagueness of theory will only lead to the confusion of practice. Under the guidance of this, a trend of "belittling knowledge" will emerge in the practice of new curriculum reform, which is inevitable.Guided by Marxist educational thought, transcending the knowledge view of postmodernism, curriculum view and teaching view, the theory of "teaching epistemology" is the theoretical basis of the new curriculum reform.In order to ensure the smooth progress of the new curriculum reform, the "modern western new theory" represented by postmodernism can be refined, distinguish the false things, retain the real things, and continue to "correct" the "new curriculum reform idea" in order to ensure the smooth progress of the new curriculum reform.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G423

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