“晶体”课程及“潜结构”课程模体的实施路径研究  

Research on Implementation Path of“Crystal Curriculum”and the“Potential Curriculum”Model

作　　者：吴靖[1] 陈晓慧[1] 张煜锟[1] 

机构地区：[1]东北师范大学计算机科学与信息技术学院,吉林长春130117

出　　处：《远程教育杂志》2015年第2期71-79,共9页Journal of Distance Education

基　　金：教育部人文科学研究一般项目"基于公民教育视域的全民媒介素养教育课程体系建设与实践研究"(项目编号:11YJA880011)的研究成果

摘　　要：在网络信息时代与后现代课程转向的研究背景下,通过对大量课程思潮的研究,进而提出了"晶体"课程理念。该课程理念以第二代系统论"自组织"为核心依据,具体表现为四个维度的隐喻和七个方面的主张。为实现该课程理念,进一步构建了"潜结构"课程模体。"潜结构"课程模体是"晶体"课程的核心实施方法和路径,分别从不同维度进行阐释并以具体案例加以分析。总之,"晶体"课程在大数据库下具有一定的应用性和创新性,为自组织理论在网络学习中的应用,提供一种可能的参考路径。Under the background of the network information age and the post-modern reorientation of curriculum, the notion of ＂crystal curriculum＂, based on lots of researches on curriculum, is put forward. Taking the second generation of system theory---＂ self-organization ＂ as the core, ＂ crystal curriculum＂ is a curriculum metaphor with the performance of four dimensions and seven aspects of claim. On the basis of ＂crystal curriculum＂ idea, the ＂potential curriculum＂ model is constructed, which provides the operation method and the way to achieve ＂ crystal ＂ course. In addition, the model is expounded and analyzed based on some cases from different aspects. In a word, ＂ crystal curriculum＂ has certain innovation and application in a large database, which provides a reference for ＂self-organization＂ theory applied in the web-based learning.

关 键 词：“晶体”课程 “潜结构”课程模体 实施路径 “趋优性”教学策略 

分 类 号：G434[文化科学—教育学]