课程研究应直面价值问题  

Curriculum Research Should Face up to the Problem of Value

作　　者：蒋雅俊[1] 

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《教育理论与实践》2013年第9期55-58,共4页Theory and Practice of Education

基　　金：2010年教育部哲学社会科学重大课题攻关项目<学前教育体制机制改革研究>(项目批准号:10JZD0035)的阶段性研究成果

摘　　要：课程是人造的复杂系统。人的价值观念决定了课程是什么的问题。课程并没有一个先验的本质等待人们去找寻、去发现。恰恰相反,课程的存在先于课程的本质。课程研究应转换本体论的思维方式,直面儿童、经验、知识、文化、课程、教师等诸因素间的复杂关系,接受价值判断的不确定性,澄清价值判断的依据,表明自己持有的基本立场,让课程理论和课程实践良性互动、相互促进才是课程研究最紧迫的使命。Curriculum is a man-made complex system. The values determine what the curriculum actually is. There is not a priori essence in curriculum waiting for people to look for or to discover. On the contrary, existence of the curriculum precedes its essem＇c. In curriculum studies, ontological thinking should be converted to facing the complex relationships between the children, experience, knowledge, culture, curriculum, teachers, and other factors, and accepting the value judgment of uncertainty, and clarifying the basis of value judgment as well as showing the researcher＇ s own basic position. The most urgent mission of curriculum research is to make curriculum theory and curriculum practice interact with each other positively and promote each other.

关 键 词：课程 课程研究 价值判断 

分 类 号：G423[文化科学—课程与教学论]