基础教育课程改革问题的人学检视  

A Humanity Perspective on the Curriculum Reform in Basic Education

作　　者：郝志军[1] 

机构地区：[1]中央教育科学研究所科研管理处,北京100088

出　　处：《天津师范大学学报（基础教育版）》2008年第1期1-5,共5页Journal of Tianjin Normal University(Elementary Education Edition)

摘　　要：近年来人们对新一轮基础教育课程改革的论争,都关涉到人的存在与发展的问题,即人学视域的问题。人学揭示出人的存在的一般特征为:人是现实的生命活动的存在,是社会文化的存在,是自主超越性的存在、整体性(或完整性)的存在,是以知识经验为基础的理性的存在,是具体的、个体的存在。尽管新一轮课程改革体现出强烈的人学追求,但也存在明显的不足。因而在人学视野中的基础教育课程改革要实现基于知识选择的课程与生活的整合,立足本土与传统的课程与文化的整合,关注实践的课程与活动的整合。Human beings＇ existence and development, namely humanity, is involved in recent years＂ discussions on the current curriculum reform in basic education. The general characteristics of human beings＂ existence revealed by humanity are as follows ： the existence of human beings determines the existence of real life activities, of social culture, of independent transcendency, of unity （ integrity ） , of knowledge and experience - based ration- ality, and of substantiality and individuals. Although the current curriculum reform has salient features of humanity pursuit, remarkable deficiencies still exist. Therefore, the curriculum reform in basic education from the humanity perspective should achieve the integration of curriculum based on knowledge selection and life, the integration of curriculum based on locality and tradition and culture, and the integration of experience -focused curriculum and activities.

关 键 词：基础教育 课程改革 人学 

分 类 号：G423[文化科学—课程与教学论]