摆脱“边缘”：寻找高等学校课程的本土文化性  

Breaking Away from the Margin to Seek the Indigenous Culture of University Curriculum

作　　者：母小勇[1] 李丽[2] 

机构地区：[1]苏州大学教育科学研究中心主任,江苏苏州215021 [2]苏州大学教育学院硕士生,江苏苏州215021

出　　处：《教育研究》2008年第5期79-84,共6页Educational Research

基　　金：全国教育科学“十五”规划教育部重点课题“后现代高等学校核心课程群建设研究”(课题批准号:DIA030157)的系列研究成果之一

摘　　要：任何课程体系、标准和运作过程都会打上本土文化的烙印,本土文化对高等学校课程的影响具有内禀性和潜在性,是高等学校课程价值实现过程的必然结果。只有凸显本土文化,高等学校课程才具有内在价值,才有利于文化创新。本土化对高等学校课程文化创新功能的实现具有非常重要的作用。当代中国高等学校课程在立足于本土文化处境的变革中,必须处理本土文化与全球文化的关系,通过将二者有机地融合寻求建构一种凸显本土文化又能赢得其他文化尊重的课程体系。在后现代的背景下,我国高等学校课程体系将构成一个四级课程体系,根据每一级课程的特点和功能可逐步完成各级课程的本土化。Any curriculum system, norm and operating course can be branded with indigenous culture. The influence of indigenous culture on higher education curriculum is intrinsic and potential, which is the inevitable result of the higher education curriculum activity. Only when the indigenous culture is highlighted can the higher education curriculum have internal value and be beneficial to cultural innovation. To enrich and develop indigenous culture is the requirement of human cultural development. Indigenization plays a very important role in the realization of higher education curriculum cultural innovation. In the changes of the indigenous culture, the modern Chinese higher education curriculum must handle the relationship between indigenous culture and global culture, and seek for constructing a kind of curriculum system which can both highlight indigenous culture and gain the respect of other cultures by integrating indigenous culture with global culture. In the context of post-modernism, the Chinese higher education curriculum system will constitute a ＂4-level curriculum system＂. According to the characteristics and functions of each level＇s curriculum, the indigenization of each level＇s curriculum can be gradually achieved.

关 键 词：高等教育 课程体系 价值取向 本土化 全球化 

分 类 号：G642.3[文化科学—高等教育学]