基础教育课程“维权”意识的批判性审思  

Critical Thinking on the Consciousness of "Right-safeguarding" of Basic Education Syllabus

作　　者：刘静[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：《天津师范大学学报（基础教育版）》2009年第4期14-17,共4页Journal of Tianjin Normal University(Elementary Education Edition)

基　　金：教育部人文社会科学研究"十一五"规划一般项目;"建国以来基础教育改革的主要理论与时代创新研究"的阶段性研究成果之一(06JA880012)

摘　　要：知识与课程是一对紧密联系的范畴,课程担负着知识传承的重任,追随社会知识理路的嬗变,知识的"客观性"、"普遍性"、"中立性"却在当今受到了动摇。"知识霸权"、"知识公平"问题相继出现。我们教育的目的就是要改变知识的探求思路,摒弃对知识的绝对信任,呼唤学生的反霸权实践,回归学生的"游戏人"形象,使学生学会"维权",质疑、反思、批判知识,并赋权给学生,使他们的自主性得到建构。Knowledge and curriculum are a pair of close contact category. Curriculum bears a historic responsibility of transmiting knowledge. However, the ＂objectivity＂, ＂universality＂, and＂ neutrality＂ of Knowledge, nowadays, have been shaken with the change of social knowledge, therefore ＂knowledge hegemony＂ and ＂knowledge equity＂ appear subsequently. The aim of our education is to transform the ideas of searching for knowledge and abandon the absolute trust in knowledge, simultaneously appeal for students to practise the anti - hegemony and recover the ＂Human Game＂ image of students to make students learn how to ＂safeguard rights＂, question, reflect, and criticize knowledge, and endow students with some rights, then their autonomy could be built.

关 键 词：知识 课程知识 维权 

分 类 号：G423.06[文化科学—课程与教学论]