论协商课程的中国式情结  

The Chinese Complex of Negotiating Curriculum

作　　者：李志超[1] 于翠翠[2] 

机构地区：[1]西南大学教育学院,重庆400715 [2]渤海大学课程与教学研究中心,辽宁锦州121013

出　　处：《教育理论与实践》2011年第12期58-61,共4页Theory and Practice of Education

摘　　要：随着新课程改革的推进和深化,协商课程的话语之声日渐强势。然而,协商课程在中国本土的适应过程中出现了内涵异化、模式僵化、态度踌躇的病理性表征。造成协商课程顾此失彼尴尬局面的主要原因在于现实遭遇中的中心—外围的推广模式、经验主导的思维样态以及内忧外患的交往理性。因此,在中国课程场域中,协商课程模式应立足现实,从课程改革的倡导者、促进者和实施者三方关系入手,在涂鸦板、天平以及药理学的隐喻诠释中,为实现"包容式发展"探寻一条平衡的和合路径。With the promotion and deepening of new curriculum reform, the voice of negotiation course is becoming louder and louder. However, during its adaptive process in China appear such pathological characteristics as alienated connotation, rigid mode and hesitant attitude. Center-periphery promotion model, experience-dominated thinking and communication psychology of worrying about domestic trouble and foreign invasion all throw the negotiation course in the embarrassing situation of attending to one thing and losing another. Therefore, in the Chinese curriculum field, negotiation course model should be based on reality. Besides, we should explore .a balanced and harmonious path to achieve its inclusive development in the metaphorical interpretation of the graffiti board, balance and pharmacology in terms of curriculum reform advocators, facilitators and implementers.

关 键 词：协商课程 新课程改革 教师 学生 

分 类 号：G423[文化科学—课程与教学论]