西方课程使用的视域转换与价值实现

发布时间：2018-03-16 05:32

本文选题：课程使用　切入点：课程创造　出处：《教育发展研究》2013年12期 　论文类型：期刊论文

【摘要】：历史上,课程使用研究较遵从"忠实"取向,以实现课程的最底线知识控制与社会规训价值为主要目标;当代国外课程使用研究倡导利用、改编、阐释、互动、创制等取向,主张实现课程的生成性、创造性等多元价值。这就从根本上改变了传统研究的狭隘单一取向,极大地扩展了课程使用研究的视域,最终为实现课程的多元价值打开了大门。课程使用多元价值的实现,必须充分发挥教师和学习者与课程创造性互动的积极性,必须实现作为利益相关者的社会阶层、学生父母以及政治、经济等多种课程使用影响因素的多边互动,这将对我国新课程研究与使用实践形成一定的促动。
[Abstract]:Historically, curriculum use research has followed the orientation of "faithfulness", with the goal of realizing the minimum knowledge control and the value of social discipline as the main goal, while contemporary foreign research on curriculum use advocates the orientation of utilization, adaptation, interpretation, interaction, creation, etc. The idea of realizing the multi-value of curriculum, such as generative and creative, has fundamentally changed the narrow and single orientation of traditional research, and greatly expanded the horizon of curriculum use research. Finally, it opens the door to the realization of the multi-value of the curriculum. In order to realize the multi-value of the curriculum, teachers and learners must give full play to the initiative of creative interaction with the curriculum, and the social stratum as the stakeholders must be realized. The multilateral interaction of the influencing factors of students' parents, politics, economy and so on will promote the research and practice of the new curriculum in China.
【作者单位】：兰州大学教育学院;山东师范大学课程与教学研究中心;
【分类号】：G423

【参考文献】