摘要
"大学课程是什么"的问题是大学课程研究的起点,决定着大学课程研究的取向。我国研究者对于大学课程的界定有计划方案说、科目总和说、系统体系说、经验进程说、实践说与文化说等几种视角。这几种视角属于"现象集合与归纳分类"的定义方式,具有无法穷尽大学课程现象,存在着定义之间的相互矛盾性,体现着主客二分的思维模式等特点,在一定程度上阻碍了对大学课程本质的认识。从"本质功能"的方式对大学课程进行界定,大学课程是不同个体在大学场域中发生的个体总体生成的动态过程。这种本质功能的界定方式具有意义性、整体性和反思性等价值。
'What is university curriculum( UC) for?'is a question that needed to be answered first and foremost when conducting UC research. In China,researchers have come up with various definitions of UC,such as,UC as a program,a multi-subject package,a system,an experience or process,a kind of praxis or culture,etc. Nevertheless,all these above definitions are based on inductive generalization,which do not cover all the items in the definition field. These definitions,sometimes even contradictory to each other,are a demonstration of the subject-object dichotomy in thinking,which to some extent,has hindered the clear understanding of the inherent functions of UC. Therefore,it is advisable to define UC in the terms of its inherent functions as the generative and dynamic learning process which involves every individual in the University Field. Such a new definition is accurate,objective and exhaustive.
出处
《现代大学教育》
CSSCI
北大核心
2014年第1期13-18,111,共6页
Modern University Education
基金
国家社科基金项目"大学创新人才培养的马克思主义人学基础研究"
项目编号:13BKS108
关键词
大学课程
回顾
反思
本质功能
university curriculum(UC)
review
reflection
inherent function
