基础教育课程改革的话语层面论析  

Analysis of Discourse Levels of Discourse Theory in the Basic Education Curriculum Reform

作　　者：刘茂军[1] 孟凡杰[1] 

机构地区：[1]哈尔滨师范大学教育科学学院,黑龙江哈尔滨150025

出　　处：《教育理论与实践》2013年第1期53-56,共4页Theory and Practice of Education

基　　金：吉林省教育科学"十二五"规划课题<高中与高师物理教育专业物理实验课程衔接问题研究>(课题编号:GH11193)的阶段性成果

摘　　要：基础教育通过不同层面的话语改革达到课程改革的目的,各种话语都会以其独特的方式言说对教育改革的思考和理解,从而形成了不同的话语层面与类型。课程改革分为三个话语层面,即理论层面、制度层面和实践层面。理论话语层面关涉课程改革的宏观和微观理论问题,力求立足本土;制度话语层面对课程改革有统领、规范的作用,体现伦理公平;实践话语强调课程主体的直接体验、感受,要做到话语释权。不同的话语层面构建了课程改革的整体,课程改革的三个话语层面,需要在协调互动中才能实现动态的转换与衔接,实现基础教育课程改革的"软着陆"。Basic education achieves the goal of curriculum reform through the different levels of discourse reform, and all kinds of discourse will express what they think and understand the reform in a unique way, thus forming different discourse levels and types. Curriculum reform can be divided into three discourse levels, which are the theoretical level, institutional level and practical level. Theoretical discourse level involves the macro-and micro-theory issues in the curriculum reform, which should be localized; institutional discourse level has the effect of guidance and standardization, which should reflect the ethics fairness; practical discourse emphasizes the direct experience and feelings of the subject, which should release the discourse power. Different levels of discourse have constructed the overall curriculum reform, which will achieve the dynamic transformation and convergence as well as the ＂soft landing＂ of the basic education curriculum reform when coordination and interaction is developed.

关 键 词：基础教育课程改革 理论话语层面 制度话语层面 实践话语层面 

分 类 号：G423.07[文化科学—课程与教学论]