过程课程观的构建研究

发布时间：2018-04-21 01:13

本文选题：实体 + 过程　；参考：《西南大学》2011年博士论文

【摘要】：秉承实体性思维的实体课程观因自身存在着诸多难以克服或化解的内在困难、矛盾与冲突而面临着严峻的合理性确证和合法化危机。因此,我们需要寻求新的哲学运思进路、理论基础、思维范型、话语体系和课程愿景。作为对实体课程观的批判、解构、扬弃与超越,奠基于具有建设性意义的后现代过程哲学思想的过程课程观应运而生。在本文中,笔者将课程定性定位为一种具有整体性、有机性、关联性、生成性、转变性、反思性、协商性、超越性的“过程”来进行体认、解读与诠释,以期对拓展和增进“课程质的丰富性”及推动与促使我国基础教育课程范式转型有所裨益。过程课程观的肇始孕育于实体课程观的“现代性”流弊、症结与困顿之中。实体课程观以其“技术理性”的控制化价值立场、“程序主义”的探究逻辑以及注重绩效和实用的运作机制,使其蕴涵的教育学价值与意义遭遇消散、放逐与丧失,从而陷入了沉重的合法化危机。过程课程观是将课程定性定位为一种“过程”的课程观念和理论系统。其中,过程是课程的根本样态、存在方式和生成方式,是课程内在的、必然的、质的规定性,具有本体论上的地位、价值与意义。“创造性和谐”是过程课程观的价值取向。过程课程观绝非是虚幻的构造或空穴来风,而是有着牢固的理论基础和绵延的思想谱系。其中,怀特海过程哲学为其提供了哲学基础,现代自然科学的最新成果为其提供了科学依据,课程范式的“视域融合”为其提供了教育学支撑。另外,自近代以降,卢梭浪漫自然主义课程范式展开了对过程课程观的初步探索。途经杜威的努力与开拓,过程课程观得以雏形呈现。在后现代课程理论视域中,多尔、派纳等人的后现代主义课程思想在整体性意义上完成了对过程课程观的全面确立、彰显与张扬。过程课程观是一种具有建设性意义的新型课程观。因此,它要求超越解构主义,重构课程的“元叙事”；超越“技术理性”,倡导“解放理性”；超越“实体—属性”式的课程定性定位和“主词—谓词”式的逻辑学立场,运用动力学式的课程描述性方法；超越囿于“简单位置”的课程壁垒,确立课程的有机性组织。过程课程观的实践诉求表现在要恪守过程性的课程改革逻辑、秉承关系性的课程思维方式、勾勒整合性的课程设计策略、架设创造性的课程实施路径、运用具体性的课程评价模式,扬弃评价中“具体性误置的谬误”。过程课程观无疑是我国目前基础教育课程范式的必然选择。然而,正如任何课程观都并非尽善尽美一样,过程课程观也有其内在的弊窦、缺陷与不足。其中,本土化适切的紧张、情境化操作的积弱、课程观构建方法论的贫困是其现实挑战。与此同时,拥抱“他者”,促进课程传统的彼此增益；超越对话,走向课程理解的相互转化,是过程课程观的未来路向。
[Abstract]:Based on the inherent difficulties , contradictions and conflicts of substantive thinking , there are many difficulties , contradictions and conflicts that are difficult to overcome or resolve . Therefore , we need to seek new philosophical thinking routes , theoretical bases , thought patterns , discourse systems and curriculum vision . In this paper , the author puts the curriculum into a process of criticism , theory , thinking , discourse system and curriculum vision .

The beginning of the process curriculum conception is conceived in the " modernity " cheating , crux and hardship of the entity course view . The entity curriculum view takes its " technological rationality " to control the value position , the inquiry logic of " procedural doctrine " and the operation mechanism which pays attention to the performance and practical operation , so that the value and meaning of pedagogy in its implication are dispersed , released and lost , thus getting into a heavy legalization crisis .

The course curriculum concept is the course concept and the theoretical system of the qualitative positioning of the curriculum as a process . The process is the basic sample state , the existence mode and the generation way of the course . It is inherent in the course , inevitable and qualitative , and has the position , value and meaning in ontology .

In the course of modern curriculum theory , Doris ' s post - modernism curriculum theory has completed the comprehensive establishment of the process curriculum view , and reveals and develops the concept of postmodernism curriculum in the field of post - modern curriculum theory .

The concept of process curriculum is a new curriculum view which has a constructive meaning . Therefore , it calls for transcendental Deconstruction and reconstructing the " meta - narrative " of the course ;
Surpassing " technological rationality " and advocating " liberation reason " ;
Beyond " entity - attribute " curriculum qualitative positioning and " subject - predicate " logic position , use dynamic course descriptive method ;
Go beyond the " simple position " curriculum barrier , establish the organic organization of the course .

The practice demands of course curriculum view are to adhere to the course reform logic of the process , adhere to the curriculum thinking mode of the relationship , outline the integrated curriculum design strategy , implement the creative course implementation path , use the concrete curriculum evaluation mode , and discard the " concrete error " in the evaluation .

The course curriculum view is undoubtedly the inevitable choice of our country ' s current basic education curriculum paradigm . However , as any curriculum view is not as good as possible , the process curriculum view has its inherent shortcomings and shortcomings .
Going beyond dialogue , going to the mutual transformation of course understanding is the future direction of course curriculum view .

【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：G423

【引证文献】