课程内涵之探讨  

Inquiring the Connotation of Curriculum

作　　者：丁念金[1] 

机构地区：[1]上海师范大学教育学院

出　　处：《全球教育展望》2012年第5期8-14,21,共8页Global Education

基　　金：教育部人文社会科学一般项目"校本课程决策研究"(课题编号:09YJA880086);上海市教委重点学科"比较教育学"(项目编号:J50404)的研究成果之一

摘　　要：我们需要对课程的内涵做严密的探讨,这基于如下背景:理论探究的混乱;新课程改革实践的困惑;课程与教学之关系的难于把握;教育学科体系有序化的任务。探讨课程概念的内涵,在逻辑思路上要依次明确内涵探讨的基本任务,把握这个概念所指对象的基本定位,从基本属性、结构属性、生成属性三个层次上做完整的分析,基本属性即为定义,结构属性即为课程要素及其关系,生成属性即为课程构建的三个层次。需要把握课程的相对边界。We need tightly inquire the connotation of curriculum, this inquiry is based the following background ： the confusion of theoretical inquiry, the perplexity about the New Curriculum Reform, the difficulty in grasping the relation between curriculum and instruction, the task of ordering the educational discipline system. To inquire the connotation of curriculum, we should in logical thinking successively define the basic task of the inquiry, position the object of the concept, carry out complete analysis on the three levels of basic attribute--definition, structural attribute--curriculum components, and formative attribute--the three levels of curriculum construction. We need grasp the relative boundary of curriculum.

关 键 词：课程 内涵 课程定义 课程要素 课程构建 边界 

分 类 号：G424.21[文化科学—课程与教学论]