学校课程管理主体论的理论基础与意义建构  

On the Basis and Idea of the Theory of Subject on School Curriculum Management

作　　者：张相学[1] 

机构地区：[1]南京晓庄学院教育科学学院,江苏南京211171

出　　处：《教育理论与实践》2008年第12期48-52,共5页Theory and Practice of Education

基　　金：江苏省普通高等学校"青蓝工程"培养对象资助项目(项目代码:4074005);江苏省教育科学"十一五"规划课题<"主体论"视野下的学校课程管理研究>(课题编号:2008119)的研究成果之一。

摘　　要：学校课程管理主体论是指学校以课程管理的主体性方式发挥与发展教育者和学习者主体性的观点和主张。以课程论审视,课程模式演进是其历史性渊源,当代主体课程观是其时代性依据,强化师生作用的课程政策趋向是其制度性要求。从本体功能和目的上看,学校课程管理是以发挥和发展教育者和学习者的主体性为目的的课程管理活动;从实现方式来说,作为发挥和发展人的主体性的课程管理活动自身应具有主体性;从运作过程来说,学校应当遵循主体性的课程管理原则。以课程管理的目的、内容、主体和方法为线索来考察,主体发展是学校课程管理的根本目的,全程全面是学校课程管理的内容表述,课程共有是学校课程管理的主体观念,复杂范式是学校课程管理的思维方式。The theory of subject on school curriculum management is mainly about the viewpoints of a school in developing the subjectivity of the educators and the educated in a subjective way of curriculum management. Examined from the view of curriculum theory, the evolution of curriculum modes is its historical origin, the contemporary subjective idea of curriculum is its basis of epoch characteristics, and the trend of thoughts of stressing the subjectivity of teachers and students is the foundation of curriculum policy. Seen from the function of thing-initself, the curriculum management aims at developing the subjective spirit of the educators and the educated. Seen from the approach of realization, the curriculum management should have its own subjectivity. When the operational process is concerned, the school should adhere to the principles of subjectivity of curriculum management. The development of subjects is the essential aim of curriculum management of schools, and ＂the whole course＂ is its expression of content, and ＂share the curriculum＂ is its major idea, and complex paradigm is its mode of thinking.

关 键 词：学校课程管理主体论 课程论基础 意涵 内容 

分 类 号：G423.06[文化科学—课程与教学论]