摘要
自新中国成立以来,我国活动课程论自主知识体系的创生经历了活动课程论自主知识发轫、自主知识生成、自主知识整合和自主知识体系形成四个阶段。其变革逻辑表现为以活动育人为价值基点,促进了学生全面发展;以课程育人为价值遵循,优化了学校课程结构;以综合育人为价值耦合,提高了学科教学活力;以实践育人为价值旨归,推动了学习方式变革等。在建构中国活动课程论自主知识体系过程中,基于课程整体育人与课程实践育人变革活动课程论话语系统;基于“五育融合”与“五育并举”理念丰富活动课程论话语内涵;基于活动课程与教学知识的概念化规范活动课程论核心术语;基于社会实践语境加强活动课程与教学话语体系形成,逐步建构中国特色活动课程论自主知识体系。
Since the founding of the People's Republic of China,the construction of autonomous knowledge system of activity curriculum theory in China has gone through the stages of the initiation,generation,integration and formation of autonomous knowledge.Its transformation logic is manifested as taking activity-based education as value basis and promoting comprehensive development of student,taking curriculum education as value principle and optimizing school's curriculum structure,taking comprehensive education as value coupling and improving the vitality of disciplinary teaching,and taking practice-based education as value orientation and promoting the transformation of learning method.During the construction,it is imperative to transform the discourse system of activity curriculum theory based on the overall and practice-based education of curriculum,enrich the discourse content of activity curriculum theory based on the concept of integrating and promoting the five domains of education,standardizing the core terminology of activity curriculum theory based on conceptualization of activity curriculum and teaching knowledge,and strengthen the formation of activity curriculum and teaching discourse systems based on the context of social practice,thus constructing the system with Chinese characteristics.
作者
殷世东
李敏
Yin Shidong;Li Min
出处
《课程·教材·教法》
北大核心
2025年第12期27-36,共10页
Curriculum,Teaching Material and Method
基金
全国教育科学规划2025年度国家一般项目“新时代实践和网络协同育人的模式建构与实践路径研究”(BPA250208)。
关键词
活动课程论
综合实践活动
学科实践
跨学科主题学习
实践育人
activity curriculum theory
comprehensive practical activity
disciplinary practice
interdisciplinary thematic learning
practice-based education
