课程即意义生成  

Curriculum Is the Generation of Meaning

作　　者：王威[1] 杨道宇[2] 

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 [2]渤海大学教育学院,辽宁锦州121000

出　　处：《教育理论与实践》2013年第8期45-50,共6页Theory and Practice of Education

基　　金：作者主持的辽宁省教育科学"十二五"规划课题<农村幼儿园课程建设的策略研究>(课题编号:JG11CB143);2011年辽宁省教育厅人文社会科学项目<生命体验取向的课程设计研究>(项目名称:W2011075)的阶段性研究成果

摘　　要：课程的基本问题是意义的生成问题。作为意义世界的生成之路,课程表现为三重意义世界的生成:其一,师生对"是什么"的追问生成了事实层面的意义世界,它一方面表现为师生敞开事物本体属性的过程,另一方面表现为师生认识自身的过程;其二,师生对"意味着什么"的追问生成了价值层面的意义世界,它一方面表现为师生敞开事物价值属性的过程,另一方面表现为师生寻找自身生命意义的过程;其三,师生对"应当成为什么"的追问生成了实践层面的意义世界,它一方面表现为师生改造外在世界的过程,另一方面表现为师生助长自己生命智慧的过程。The basic problem of curriculum is the generation of meaning. As the road to curriculum means the generation of three worlds of meaning. Firstly, answering the question meaning of the fact world, which reveals itself as the process of teachers and students＇ and understanding themselves; Secondly, answering the question ＂What does it the generation of meaning, ＂What is it？＂ produces the opening inherent nature of signify ？＂ produces the meaning of the value world, which reveals itself as the process of teachers and students＇ opening value properties of and finding their life meaning; Finally, answering the question ＂What should it be？＂ produces the meaning of the practice world, which reveals itself as the process of teachers and students＇ transforming the world and fostering their life wisdom.

关 键 词：课程 意义生成 师生 生命智慧 

分 类 号：G423[文化科学—课程与教学论]