“协商课程”理念与公民课程的建构  

Idea of Negotiating Curriculum and Constructing of Civic Curriculum

作　　者：叶飞[1] 

机构地区：[1]南京师范大学道德教育研究所

出　　处：《教育学术月刊》2014年第4期95-98,105,共5页Education Research Monthly

基　　金：教育部人文社会科学研究青年基金项目"‘治理’视域下的公民教育建构研究"(13YJC880097);全国教育科学"十二五"规划教育部青年课题"公共交往与学校公民教育的实践策略研究"(EEA110340)

摘　　要："协商课程"理念倡导教师与学生在课程活动中的协商对话,它通过对学生的"赋权",引导学生参与到课程的设置、开发、实施以及评价等过程之中,从而促进课程权力的均衡分配。"协商课程"理念通过学生与教师之间的平等协商,可以保障学生的课程权力和公民权利,有利于培育学生的公民品质,提升公民教育的效果。因此,公民教育有必要以协商课程理念为重要基础,建构以公民课程和品德课程为核心的协商课程机制,发挥课程生活的隐性的公民教育功能,以此来提升公民教育的公共性与民主性,使公民课程真正以公共价值原则为导向,最终促进学生的公民品质和公共精神的发展。The idea of Negotiating the Curriculum advocates the negotiating between teachers and students in curriculum. Negotiating the Curriculum can give students the rights of curriculum, such as setting, constructing, starting and evaluating of curriculum, and distributing the curriculum power equally. Negotiating the Curriculum can guarantee students' curriculum power and citizen rights through the teacher-student negotiating. It can also cultivate students' citizen character and realize the goal of citizenship education. So, citizenship education should be based on the idea of Negotiating the Curriculum, constructing the negotiating curriculum system of moral curriculum and civic curriculum, and giving play to the effect of hidden curriculum in schools' life. It can develop democracy and publicity of citizenship education, construct the public values in civic curriculum, and develop students' citizen character and public spirit.

关 键 词：公共协商 协商课程 公民课程 公民教育 

分 类 号：G41[文化科学—教育学]