关于语文课程目标百年嬗变的反思  

A Reflection on the Evolution of Chinese Curriculum Goals over the Past 100 Years

作　　者：徐林祥[1] 杨九俊[2,3] 

机构地区：[1]扬州大学文学院,江苏扬州225002 [2]江苏教育科学研究院 [3]江苏教育学院,江苏南京210013

出　　处：《课程．教材．教法》2012年第2期87-93,共7页Curriculum，Teaching Material and Method

基　　金：全国教育科学“十一五”规划重点课题“中国语文教育史研究”(批准号:DAA080079);江苏省教育科学“十一五”规划重点课题“中国语文教育史研究”(批准号:B-b/2008/01/028)阶段性成果之一

摘　　要：自晚清语文独立设科以来，语文课程目标问题是人们一直在讨论而始终没有达成共识的老大难问题。尽管如此，人们对语文课程目标的认识不断趋向成熟，对语文课程目标体系的建设不断趋向完善，对语文课程目标的表述也不断趋向科学。回顾与反思近百年来关于语文课程目标的规定与讨论的历史，梳理语文课程目标论争的主要观点，探究语文课程目标嬗变的根本原因，对于我们认定语文课程目标的价值取向、构成要素和表达方式无疑是有益的。Chinese curriculum goals have been discussed since Chinese was established as an independent subject by the end of the Qing Dynasty, but there is still no consensus and this has become a big problem. However, people have developed a more mature understanding of Chinese curriculum goals , as well as continually improving the establishment of the Chinese curriculum system. At the same time, Chinese curriculum goals are now often expressed in scientific terms. Reviewing and reflecting on the history of the standards and discussions of the Chinese curriculum goals over the past 100 years, organizing the main points of controversy over Chinese curriculum goals and the exploring the fundamental cause of changes in Chinese curriculum goals will undoubtedly help establish the value orientation, the component elements and the mode of expression of the Chinese curriculum goals.

关 键 词：语文课程 课程目标 价值取向 构成要素 表达方式 

分 类 号：G623.2[文化科学—教育学] G633.3