摘要
课程知识作为课程实施的核心要素,联系着人类的文化世界与个体认识的精神世界。伴随着课程改革的深化,其作为一个教育学概念正逐渐受到人们的重视。目前,课程知识的科学性、社会性、意义性研究已经受到学界的关注,然而对课程知识的文化性理解还有待进一步阐明。事实上,课程知识不仅是经过逻辑实证的符号,也不仅是一种权力再生产的工具,更重要的是一种实现教化理想的精神载体。课程知识的文化性体现于文本的课程知识与经验的课程知识之中,并在两者之间实现流动与生成。
Curriculum knowledge is the core elements of curriculum implementation,which connects the cultural world of human beings with the spiritual world of individuals.With the furthering implementation of the curriculum reform,curriculum knowledge is regarded as an important pedagogic concept.Nowadays,the scientific property,social property and meaning of curriculum knowledge have been the major concerns of researchers.However,the culture of curriculum still needs to be further illuminated.Actually,curriculum knowledge is not only the knowledge which can be measured by logic positivist and which can be regarded as the tools of power reproduction,but can also be regarded as the spiritual carrier which can help to achieve cultivation.The culturality of curriculum knowledge is embodied in textual curriculum knowledge and empirical curriculum knowledge,and it maintains its fluidity and generation in the textual and empirical curriculum knowledge.
出处
《当代教育与文化》
CSSCI
北大核心
2016年第3期36-42,共7页
Contemporary Education and Culture
基金
教育部人文社会科学研究西部和边疆地区项目"在线实践社区促进区域间教师专业均衡发展研究"(14XJC880002)阶段性成果
关键词
课程知识
科学性
意义性
文化性
curriculum knowledge
scientific property
meaning
culturality
