块茎到星丛:教育学话语场的课程目标构建  

From Tuber to Constellation:The Construction of Curriculum Objective in the Discourse of Pedagogy

作　　者：李志超[1] 朱成科[1] 

机构地区：[1]渤海大学教育学院,辽宁锦州121013

出　　处：《湖南师范大学教育科学学报》2009年第3期51-54,共4页Journal of Educational Science of Hunan Normal University

基　　金：教育部人文社会科学研究"十一五"规划:建国以来基础教育改革的主要理论与时代创新研究(06JA880012)

摘　　要：课程以一种动态生成而非静止存在的教育进程,为读者所理解和体认。作为课程构成的首要因素,课程目标是教育目的的具体化,是课程教学的灵魂所在。以往确立的课程目标因宰制性的意识形态、规约化的模式体制、偏执化的价值取向而越发趋于沉疴。在思维方式、课程话语、文本意义的转向理解上,"星丛性目标"的构建改变了以往以块茎化为性征的课程目标因基频"原子化"而造就的茧式多元化,实现了课程体系有序与无序的耦合,确定性与不确定性的交媾,走向了"视界融合"的内在自身超越。As a dynamic generation, not a static existence of educational process, curriculum could be understood and recognized by readers. As the primary factor of the course composition, curriculum objective is the embodiment of the aim of education, the compass of teaching activities, and the soul of the course teaching. Previously, because of the dominance of ideology, the stipulation of model system, the bigotry of value orientation, the established curriculum becomes severe and lingering disease. Under the steering comprehension of thought paradigm, curriculum discourse, text meaning, the construction of ＂Consellation Objective＂ changes the cocoon pluralism made by fundermental frequency ＂atomization＂ of curriculum objective which has tuber characteristics, and realizes couple of order and disorder, certainty and uncertainty towards to its own inherent transcendence of ＂horizon fusion＂

关 键 词：课程目标 简单性思维 复杂性思维 星丛性目标 思维范式 

分 类 号：G423[文化科学—课程与教学论]