论综合实践活动课程开发的自我维度  

An Analysis of Self-dimension of Integrative Practical Activity Curriculum Development

作　　者：张华[1] 李树培[2] 

机构地区：[1]华东师范大学课程与教学研究所教授 [2]华东师范大学全国中小学计算机教育研究中心上海部,上海200062

出　　处：《教育发展研究》2008年第24期60-66,共7页Research in Educational Development

基　　金：霍英东教育基金会项目“小学综合实践活动课程的理论与实验研究”(91102)的部分成果。

摘　　要：综合实践活动课程是学生参与开发的课程,学生的自我价值因而得以充分彰显。学会思考与判断、学会选择与负责,是综合实践活动课程自我价值的集中表现。自我本身就是一个生活世界,是丰富的探究资源;自我永远是独特的,这种独特性是在关系中形成和发展的;自我价值的实现依赖于反思性探究。这是综合实践活动课程自我维度开发的基本原则。当然,在培养学生的自主性时也要避免"被动的主体性"和"虚幻的自由"。Integrative Practical Activity Curriculum is a curriculum that students participate in the developing process during which selfhood values are fully embodied. Learning to think and judge, and learning to choose and take responsibilities are the main selfhood values of Integrative Practical Activity Curriculum. Selfhood is actually a life world, and it is a rich resource for inquiry. Selfhood is unique; however, this uniqueness is formed and developed in relations whose realization of values is dependent on reflective inquiry. These are the basic principles for the development of Integrative Practical Activity Curriculum. Meanwhile, we should avoid ＂passive subjectivity＂ and ＂illusive freedom＂ when we cultivate students＇ autonomy in Integrative Practical Activity Curriculum.

关 键 词：综合实践活动课程 自我维度 课程开发 学生 

分 类 号：G632.4[文化科学—教育学]