贵州仡佬族地区多元一体文化课程设计思考  

A Thought of the Curriculum Design of Multiple-yet-integrative Culture in the Gelao Region of Guizhou

作　　者：张翼[1] 

机构地区：[1]遵义师范学院教育科学系,贵州遵义563002

出　　处：《遵义师范学院学报》2012年第5期91-94,共4页Journal of Zunyi Normal University

基　　金：2010年度国家社会科学基金一般项目"仡佬族传统生产生活方式变迁研究"(批准号:10BMZ032)阶段性研究成果之一;2010年贵州省教育厅基础教育研究重点课题"贵州仡佬族教育史"(批准号:2010A002)阶段性研究成果之一

摘　　要：民族性缺失,长期制约着我国民族地区学校课程建设。贵州仡佬族地区多元一体文化课程的设计,应充分考虑当地的文化生态存在状况;地方课程和校本课程的设置与开发是课程编制的重点;关照地区或民族文化传统的传承以及人的发展需求是课程目标确定的关键;关注不同的文化生态系统,是课程内容选择的基石;联系整个文化生态系统,才能准确把握地区多元一体文化课程开发与利用的弹性。The loss of national culture has long restrained the curriculum design in the schools of national regions in our country. And the curriculum design with multiple-yet-integrative culture in the Gclao region of Guizhou should fully take account of the local cultural ecology. The set-up and development of the courses about locality and school itself are the locus of the course plan; paying attention to the heritage of local or national cutural tradition and the requirement of individual need are the key to the course objective ： and showing solicitude for different cutural ecological system is the foundation for content selection. Therefore, only when we think of the whole cultural ecological system, can we locate the flexibility between the development and exploitation of course with muhiple- yet-integrative culture.

关 键 词：仡佬族地区 多元一体课程 开发与利用 

分 类 号：G423.02[文化科学—课程与教学论]