摘要
课程改革是知识活动,知识共享是知识活动的内在构成要素。知识共享发生在机构或一项活动的不同主体之间。课程改革中的知识共享主体包括政策方案设计团队、一线教师、研究者与社会公众。作为知识共享主体,他们都既是知识供给者,也是知识接收者,在知识供给与接收上因所处位置不同而各有短长。第八次课程改革可以分为三维目标阶段与核心素养阶段。在三维目标阶段,政策方案设计团队在知识共享上的突出问题是知识接收不足;在核心素养阶段,其没有提供核心素养的官方概念与理论框架,知识供给不足。一线教师、研究者在这两个阶段,在知识接收与供给上也存在着一些问题。从知识共享的视野审视课程改革,有助于我们发现其他视角所不能发现的问题。
Curriculum reform is a knowledge activity,and knowledge sharing is an integral part of it.Knowledge sharing occurs a-mong different subjects of an institution or activity.The subjects of knowledge sharing in curriculum reform include the curriculum reform program design team,frontline teachers,researchers,and the public.As knowledge sharing subjects,they are both knowledge suppliers and knowledge receivers,and they have their own strengths and weaknesses in supplying and receiving knowledge due to their different positions.The eighth curriculum reform can be divided into the three-dimensional goal stage and the core literacy stage.In the three-di-mensional goal stage,the curriculum reform program design team has insufficient knowledge reception in terms of the outstanding prob-lem of knowledge sharing;in the core literacy stage,the official concept and theoretical framework of core literacy are not provided,and knowledge supply is insufficient.Frontline teachers and researchers also have such problems of knowledge reception and supply in the two stages.Examining curriculum reform from the perspective of knowledge sharing is more important than knowledge sharing itself,and helps us to rethink and understand curriculum reform with a new vision.
作者
高德胜
GAO Desheng(Institute of Curriculum and Instruction,East China Normal University,Shanghai 200062,China)
出处
《晓庄学院教育科学学报》
北大核心
2025年第6期9-16,共8页
Journal of Educational Science of Hunan Normal University
基金
2022年教育部人文社会科学重点研究基地重大项目“我国基础教育课程改革根本问题的理论反思”[22JJD880025]。
关键词
课程改革
知识共享
知识接收
知识供给
curriculum reform
knowledge sharing
knowledge reception
knowledge supply
