我国基础教育课程价值取向的特征及其文化阐释  

The Character and Its Cultural Explanation of Curriculum Value Orientation of Our Country Basic Education

作　　者：李广[1] 马云鹏[1] 

机构地区：[1]东北师范大学教育科学学院,吉林长春130024

出　　处：《东北师大学报（哲学社会科学版）》2012年第1期154-158,共5页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：2011年教育部人文社会科学研究一般项目(规划基金项目)(11YJA880046)

摘　　要：我国基础教育课程价值取向的特征表现为:重视"双基"训练,忽视个性化学习;重视逻辑思维培养,忽视感性素质开发;重视传统伦理道德教育,忽视现实生存能力培养。我国基础教育课程价值取向在文化自闭与文化迷失中曾出现了偏颇与失衡,又在文化开放与文化自觉中不断地进行自我建构、发展与超越。新一轮基础教育课程改革是建立在对民族课程文化认同与认知的基础上,在面对时代与社会剧烈变革的反思中,对世界其他民族优秀课程文化比较与借鉴中进行的主动探索、自主适应与不断超越。The value orientation of the basic education is characterized by the following three aspects：focusing on basic knowledge and skills,but neglecting individual study;emphasizing logical thinking,but ignoring sensibility quality exploitation;paying attention to traditional moral education,but overlooking survival ability cultivation.Curriculum value orientation is represented by distraction and imbalance during cultural autism and cultural maze.It is constructing,developing and surpassing unceasingly in cultural opening and cultural consciousness.The new curriculum reform of the basic education is exploring,adapting and surpassing on its own initiative,based on identity and cognition of national curriculum culture,reflected on the great change of times and society,and compared with other national excellent curriculum culture.

关 键 词：基础教育 课程价值取向 文化阐释 

分 类 号：G423[文化科学—课程与教学论]