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篇名 |
课程标准何以被“悬垂”社会知识论的视角士
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並列篇名 | Why Curriculum Standard is Suspended? : A Social Epistemology Perspective |
作者 | 阚维 |
中文摘要 | 长期以来,课程标准为作为课程改革中具有时代意义的文本受到推崇,但教师常常报以抵制的态度, 从而造成课程标准在课堂教学中的“悬置”。从社会知识论理论的角度看,造成悬置的根源是课程标准中所体现出 的“多重交错知识”“理性系统”和课程炼金术导致了课程标准提出的知识类型与学校教师自己的知识类型形成冲 突,从而造成课程标准在实施过程中产生种种问题。此种冲突与社会文化产生纠葛关系。这种悬垂不能单独以权 力意图的政治文本来理解,而应从社会文化的视角,看教师如何对课程标准作解读与实践。 |
英文摘要 | Curriculum standard has been regarded as the signiiicance in respect to the text of the curriculum reform for long time. However,it was also resisted by teachers and as a resutt causing the “sus-pension,,of the curriculum standard in classroom instruction. From the perspective of social epistemology, the fundamental reason for the suspension is that the intersections of multiple knowledge that exist in the curriculum standard, as well as the reasoning system and the alchemy caused the conflicts between the teachers' type of knowledge and that of the curriculum standard,which has led to various problems in implementing the curriculum standard. Such conllicts are closely related to social culture. Thus they could not be solely understood as political text based on the intention of power; rather,we should understand how the curriculum standard was comprehended and practiced by teachers. This actually demonstrates the arduousness of curriculum reform from another angle. The article intends to provide strategies for the current educational reform accordingly. |
起訖頁 | 063-072 |
關鍵詞 | 课程标准、社会知识论、理性系统、课程炼金术、知识类型、curriculum standard、theory of social epistemology、reasoning system、curriculum alchemy、type of knowledge |
刊名 | 教育學報 |
期數 | 201504 (11:2期) |
出版單位 | 北京師範大學 |
該期刊 上一篇
| 试论作为“国家工程”的价值观教育 |
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| 近代“综合中学”模式的得失考论 |