课程文化自觉:意义、本质及特点  

Curriculum Cultural Self-consciousness:Significance,Essence and Characteristics

作　　者：王德如[1] 

机构地区：[1]河南省教育厅装备中心党支部

出　　处：《教育研究》2007年第9期34-38,44,共6页Educational Research

摘　　要：真正意义上的课程改革必然是课程文化的变革,必然是自在的课程文化与自觉的课程文化的交互作用和同步转型。课程理性是课程文化自觉的本质。课程文化自觉是在理性思维基础上确定课程的合理性、规范性和客观性的过程,其本质规定性包括理性思维、理性统一、理性态度、理性选择、理性目标,具体体现为主体性的课程文化意识、开放的课程文化胸襟、系统的课程文化结构、鲜活的课程文化生命、超越的课程文化品质等特点。The curriculum reform in the real sense must be the reform of curriculum culture, the interaction and synchro transformation of noumenal curriculum culture and self-conscious curriculum culture. Curriculum rationality is the essence of curriculum cultural self-consciousness. The self-consciousness of curriculum culture is the course of determining the rationality, standard and objectivity of curriculum based on rational thinking. Its essential stipulation includes rational thinking, rational unity, rational attitude, rational selection and rational objective, which gives concrete expression to the characteristics such as the subjective curriculum cultural consciousness, open-minded curriculum culture, systematic curriculum cultural structure, fresh curriculum cultural life and surmounting curriculum cultural quality.

关 键 词：课程理性 课程文化 课程文化自觉 

分 类 号：G423[文化科学—课程与教学论]