课程理论本土化的哲学三论  

The Three Layers of Philosophy of Curriculum Theory Nativation

作　　者：李志超[1] 

机构地区：[1]浙江师范大学教师教育学院,浙江金华321004

出　　处：《集美大学学报（教育科学版）》2014年第4期38-43,共6页Journal of Jimei University：Education Science Edition

基　　金：教育部人文社科研究项目"基于本土文化的西南基础教育课程改革研究"(09YJC88084)

摘　　要：课程理论本土化有其自身的研究任务、研究对象、理论阐释框架和学科结构体系,并逐渐形成了较为完善的课程论知识体系和合理的学科体系。本体论"是其所是"的致思路径所奠定的内在概念属性和范畴格调,是课程理论本土化的存在方式;认识论视域流变与方法延异中形成的课程主体的存在关怀、课程主体的个性化理解和课程主体阐释的穿越,是课程理论本土化的生成逻辑;方法论的正确运用所体现的坚持实事求是的境遇分析、建构复杂融贯的思维方式、确立"中话中说"的语义表达,则为课程理论本土化指明了未来的行动路向。Curriculum theory nativation has its own research task, research object, theoretical interpretation frame- work and discipline structure system, and gradually forms a more perfect knowledge system of curriculum theory and reasonable discipline system. The thinking path of Neumann that is the existing way of curriculum theory nativation lays the intemal concept attribute and category style. The horizon rheology and method difference of epistemology that is the formation logic of curriculum theory nativation forms the existing care, individual understanding and interpretation crossing of curriculum subject. The correct application of methology that designates future action orientation embodies insist seeking situation of truth from facts, construct complicated thinking mode, establish the semantic expression of ＂the Chinese speak Chinese＂.

关 键 词：课程理论 本土化 本体论 认识论 方法论 

分 类 号：G642[文化科学—高等教育学]