当代课程改革的合理性审视：基于“中庸理性”观  

On the Reasonableness of the Modern Curriculum Reformation:Based on the"Zhongyong"

作　　者：王健 

机构地区：[1]江南大学教育学院副教授,无锡214122

出　　处：《教育发展研究》2008年第22期16-20,共5页Research in Educational Development

摘　　要："中庸理性"主张人们在认识和处理事物对立两端的关系时,必须掌握一个恰如其分、正确合理的平衡点。当代课程改革往往以"攻乎异端"的方式来处理改革中的诸多矛盾,其结果是使得课程改革本身缺乏内在的合理性。参与当代课程改革决策与设计的主体需要在理性认识课程改革的基础上,努力达成"改革共识"来夯实课程改革的正义与理性基础,并且秉持"自我节制"的心态开展研究与实践。The zhongyong rationality maintains that we should master the appropriate and rational balance when we understand and deal with the antagonistic relations. The modern curriculum settles the contradictions mechanically, which cause the curriculum reformation lack inherent rationality. The subjects who participate in the drawing up of the modern curriculum reformation must fully knowledge numerous contradictions firstly, make great efforts to come to consensus in order to enhance the just and reason foundation, control and check self-assessment to carry out the curriculum reformation.

关 键 词：当代课程改革 中庸理性 合理性审视 教育发展 

分 类 号：G423.07[文化科学—课程与教学论]