课程即意义生成

发布时间：2018-01-28 14:15

本文关键词： 课程意义生成师生生命智慧　出处：《教育理论与实践》2013年22期 　论文类型：期刊论文

【摘要】：课程的基本问题是意义的生成问题。作为意义世界的生成之路,课程表现为三重意义世界的生成:其一,师生对"是什么"的追问生成了事实层面的意义世界,它一方面表现为师生敞开事物本体属性的过程,另一方面表现为师生认识自身的过程;其二,师生对"意味着什么"的追问生成了价值层面的意义世界,它一方面表现为师生敞开事物价值属性的过程,另一方面表现为师生寻找自身生命意义的过程;其三,师生对"应当成为什么"的追问生成了实践层面的意义世界,它一方面表现为师生改造外在世界的过程,另一方面表现为师生助长自己生命智慧的过程。
[Abstract]:The basic problem of the curriculum is the generation of meaning. As the road to the generation of the meaning world, the curriculum shows the generation of the triple meaning world: first, the question of "what is" by the teachers and students has created the meaning world of the fact level. On the one hand, it is the process of teachers and students to open the nature of things, on the other hand, it is the process of teachers and students to know themselves; Second, the questioning of "what means" by teachers and students has created the meaning world of value level, which on the one hand shows the process of teachers and students opening up the value attribute of things. On the other hand, the process of teachers and students looking for their own meaning of life; Third, the questioning of "what should be" by teachers and students has created a practical meaning world, which is manifested in the process of transforming the external world by teachers and students on the one hand, and the process of fostering their wisdom on the other hand.
【作者单位】：哈尔滨师范大学教育科学学院;渤海大学教育学院;
【基金】：作者主持的辽宁省教育科学“十二五”规划课题《农村幼儿园课程建设的策略研究》(课题编号:JG11CB143) 2011年辽宁省教育厅人文社会科学项目《生命体验取向的课程设计研究》(项目名称:W2011075)的阶段性研究成果
【分类号】：G423
【正文快照】： 正如派纳所言,现在的课程世界已经“巴尔干化”了,各种分地割据的课程学派常常依据自身的社会背景、认识论基础和方法论给出自己的课程理解。然而,这种各自为政、互不沟通的局面既不利于课程理论的发展,也不利于课程实践的前行。现在,我们要做的不仅是要绘制能够显现各种课程

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