学科和课程的分化与综合研究

发布时间：2018-04-24 15:59

本文选题：学科 + 课程　；参考：《陕西师范大学》2011年博士论文

【摘要】：随着信息社会的到来,作为教育时效性的重要保障——学科和课程的分化与综合越来越成为学界关注的热点问题,社会的变革、后现代主义的挑战和复杂性理论的审视要求我们重新思考学科和课程的分化与综合这一关涉教育理论和实践走向的问题。本研究从一个宏观的背景入手,首先梳理了知识、科学、学科和课程之间的错综复杂的关系,作为学科和课程的基础,“知识”“科学”有非常广博的内涵和外延,确定“知识”“科学”的标准成为第一要务。历史上关于知识和科学的定义、概念多种多样,分别从日常理解的知识、学术视野中的知识两个角度探讨了知识的概念,从历史的角度分析了科学的划界标准。将知识、科学、学科和课程之间的关系做出了整体的把握。本文的主要内容有六章：第一章首先对知识、科学、学科、课程的概念进行了分析,并且指出了四者之间的相互关系；第二章借用石中英先生关于知识型的概念,详细探讨了学科和课程的分化与综合的历史脉络。第三章对于学科和课程的分化与综合的理论基础通过波普尔的科学发展理论、学科规训制度和人的全面发展理论等三个角度进行了阐释,并且分析了学科和课程的分化与综合的特征：深刻性与全面性的统一、相对性、合规律性与合目的性的统一、层次性、阶段性等。第四章分析了与课程分化与综合密切相关的科学与人文的分离与弥合问题,探寻课程分化与综合的宏阔背景。第四章对中国出现的现实问题的有效回应和分析,高中文理分合讨论、综合科学课程的实施和大学通识教育的开展是和本研究密切相关的三个实践问题,通过对这三个问题的深入分析可以更加清醒的意识到课程的分化与综合问题的复杂性,引入复杂性理论深入分析这一问题也就成为一种必须。第五章以复杂性理论作为理论支撑对课程的分化与综合未来发展趋势作出展望,并进一步明确,中国的现实国情下分化应该坚持,综合应该慎重,教学改革是培养人综合能力的重要保障。本研究得出的主要结论是：理论上,课程的分化与综合与学科的分化与综合呈现出复杂的态势,学科的分化与综合对课程有影响,这是无法忽略的事实；但另一方面,课程具有相当的独立性,甚至在某种程度上讲,课程本身已经成为一种独立的存在,尤其是伴随着信息社会到来,知识的丰富程度前所未有的增加,有限的课程内容和无限的学科知识的矛盾愈演愈烈的情况下,课程的独立地位越来越受到人们的重视。课程专家在不断的抉择,在学科内容和课程内容进行艰难的判断,希望能够找寻到必要的平衡点,这个过程需要复杂性思维的指导。同时,课程的分化与综合本身的关系也需要复杂性的看待,分化和综合的关系从来都不是简单的非此即彼的交替出现,经常出现的情况是“亦此亦彼”、交织出现。全面和深刻的统一是课程分化与综合始终要掌握的必要张力的最佳平衡点。理论上如果不能够厘清,必将会陷入实践的泥淖。实践中,必须要充分考虑到我国的特殊国情,认真分析课程分化与综合的制约因素。首先,认真审视我国的人才培养目标,我们既需要各行各业的精英人才,这是需要宽厚的“基础”作为必要的支撑。同时,我们更需要各行各业的一般人才,这些人才只要掌握必要的“基础”即可,大量的需要专门知识,一定要避免“教育过度”：其次,全面衡量我国目前课程发展的现状,我国的学科发展在古代是混沌的综合学科,课程也随之以模糊的大综合课程为主,这种课程样态有其合理之处,但同时也带来很多负面影响,在目前我国课程还没有得到完全分化的基础上继续强调综合,带来的后果也是需要我们警惕的的；最后,课程的分化与综合要顾及到社会舆论的认可程度和相应的软硬件制约。课程综合化有其合理性,反映了人们对全面发展的美好追求,但这种追求的实现要受到社会舆论的制约,当社会舆论一边倒的反对时,其推行效果也就可想而知。在各种软硬件设施没有达到一定程度时,课程的综合化也是空话一句。教育理论和实践中引入复杂性理论并不是为教育找到了能够包治百病的灵丹妙药,也不是人类认识的尽头,但是复杂性理论确实是我们目前能够找到的解决课程分化与综合的最佳指导理论。当然,复杂性理论并不是一成不变、静止的,这只是我们认识世界的一种方法,这是我们时刻都需要警醒的。
[Abstract]:With the arrival of the information society, as an important guarantee for the timeliness of Education - the differentiation and synthesis of subjects and courses have become more and more hot issues of concern in the academic circles. The change of society, the challenge of postmodernism and the examination of the complexity theory require us to rethink the theory of Education and the integration of courses and courses. The problem of practice.
Starting with a macro background, this study first combs the complex relationship between knowledge, science, discipline and curriculum. As the basis of the subject and curriculum, the "knowledge" "science" has a very broad connotation and extension, and the standard of "knowledge" and "science" is the first priority. There are many kinds of concepts. The concept of knowledge is discussed from two angles of knowledge in daily understanding and knowledge in academic field of vision. The standard of delimitation of science is analyzed from the historical point of view. The relationship between knowledge, science, discipline and curriculum is taken as a whole.
The main contents of this article are six chapters: the first chapter first analyzes the concept of knowledge, science, discipline and curriculum, and points out the relationship between the four. The second chapter discusses the history of the differentiation and synthesis of subjects and courses in detail by using Mr. Shi Zhongying's concept of knowledge type. The third chapter is on the subject and curriculum. The theoretical basis of differentiation and synthesis is explained by the three angles of Popper's scientific development theory, discipline regulation system and man's comprehensive development theory, and analyses the characteristics of the differentiation and synthesis of subjects and courses: unity of depth and comprehensiveness, relativity, unity of regularity and purpose, hierarchy and order The fourth chapter analyses the problem of separation and closure of science and humanities, which is closely related to curriculum differentiation and synthesis, and explores the broad background of curriculum differentiation and synthesis. The effective response and analysis of the reality problems in China in the fourth chapter, the discussion of high school arts and science, the implementation of comprehensive science courses and the development of university general education are Three practical problems closely related to this study, through in-depth analysis of these three problems, can be more sober aware of the complexity of curriculum differentiation and synthesis, and the introduction of complexity theory to analyze this problem is also a necessity. The fifth chapter is based on complexity theory as a theoretical support to curriculum differentiation and synthesis. The future development trend is prospected and further clarified that the differentiation should be persisted in China's actual conditions, and the integration should be prudent, and the reform of teaching is an important guarantee for the cultivation of the comprehensive ability of the people.
The main conclusions obtained in this study are as follows:
In theory, the differentiation and synthesis of courses and the differentiation and synthesis of subjects are complex, and the differentiation and synthesis of subjects have an impact on the curriculum. This is an impossible fact. On the other hand, the curriculum is quite independent, and to a certain extent, the curriculum has become an independent existence, especially with the accompanying With the advent of the information society, the unprecedented increase in the richness of knowledge and the increasing contradiction between the limited curriculum content and the infinite subject knowledge, the independent status of the curriculum is being paid more and more attention. The necessary balance point, the process requires the guidance of complex thinking. At the same time, the relationship between the course differentiation and the synthesis itself needs to be viewed in complexity. The relationship between differentiation and synthesis is never a simple alternative. The best balance point of the necessary tension between process differentiation and integration should be grasped. If it can not be clarified in theory, it will surely fall into the mire of practice.
In practice, we must take full account of the special conditions of our country and carefully analyze the constraints of curriculum differentiation and synthesis. First, careful examination of our country's talent training objectives, we need not only elite talents in all walks of life, but also the necessary support for the broad "foundation". At the same time, we need the general talents of all walks of life. As long as they master the necessary "foundation", they need a large number of specialized knowledge and must avoid "overeducation". Secondly, the present situation of our country's current curriculum development is measured in an all-round way. At the same time, it also brings a lot of negative effects. At present, our country's curriculum has not been completely divided on the basis of continuing to emphasize the integration, and the consequences also need our vigilance. Finally, the course differentiation and synthesis should take into account the degree of recognition of social public opinion and the corresponding hardware and software constraints. The integration of curriculum has its combination. Rationality reflects people's good pursuit of all-round development, but the realization of this pursuit is restricted by social public opinion. When social public opinion is opposed to one side, the effect of its implementation can also be imagined. When all kinds of hardware and software facilities are not reached to a certain extent, the integration of curriculum is also empty words.
The introduction of complexity theory in educational theory and practice is not a panacea for education, nor the end of human knowledge. But complexity theory is indeed the best guiding theory we can find to solve curriculum differentiation and synthesis. Of course, complexity theory is not constant and static. This is just a way we know the world. This is something we need to wake up all the time.

【学位授予单位】：陕西师范大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：G40-02

【参考文献】