㈡课程观的转向
Second, the change of curriculum view
多年来我们教育界一直存在着三种基本的课程观。第一种课程观是知识或学术理性课程观。这种课程观把课程视为“学科”,或者“知识”,认为课程的价值在于为学生未来生活提供充足的理性准备。这种课程观在演变过程中有两种不同的取向,一是生活预备取向,二是理性主义取向。比如夸美纽斯的“泛智主义”的学科课程,布鲁那为代表的“认知发展”课程理论等。多少年来,我国基础教育的课程呈现出比较明显的知识中心的理性主义倾向。第二种课程观是经验或自我实现课程观。这种课程观把课程视为经验,认为课程是促进儿童自我实现的手段,强调活动在课程学习中的重要性。比如卢梭的“自然教育”,裴斯泰洛齐的“教育的自然适应性”,杜威的“从做中学”等无不是这种课程观。从重视知识和理性发展,到重视儿童的存在、儿童的经验和活动的价值,以及强调课程作为儿童自我实现的中介和手段,无疑是课程观的一种进步。第三种课程观是生活经验重构或批判课程观。这种课程观是建立在现象学、解释学和批判理论基础上的。强调学生是课程的主体,注重学生创造课程的能力。
For many years, there have been three basic concepts of curriculum in our educational field. The first kind of curriculum view is knowledge or academic rational curriculum view. This view of curriculum regards curriculum as "subject" or "knowledge", and holds that the value of curriculum lies in providing sufficient rational preparation for students' future life. There are two different orientations in the evolution of this kind of curriculum concept, one is the orientation of life preparation, the other is the orientation of rationalism. For example, Comenius's "Pan intellectualism" curriculum, Bruner's "cognitive development" curriculum theory and so on. For many years, the curriculum of basic education in China has shown a more obvious rational tendency of knowledge center. The second kind of curriculum view is the experience or self realization curriculum view. This view of curriculum regards curriculum as experience, considers curriculum as a means to promote children's self realization, and emphasizes the importance of activities in curriculum learning. For example, Rousseau's "natural education", Pestalozzi's "natural adaptability of education", Dewey's "learning from doing" and so on are all such curriculum concepts. From attaching importance to knowledge and rational development, to the existence of children, the value of children's experience and activities, and emphasizing curriculum as an intermediary and means of children's self realization, it is undoubtedly a progress of curriculum concept. The third kind of curriculum view is life experience reconstruction or critical curriculum view. This view of curriculum is based on phenomenology, hermeneutics and critical theory. It emphasizes that students are the main body of the curriculum and the ability of students to create the curriculum.
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