“三维目标”的结构创新与遗留问题  

On Structural Innovation and Problems of “Three-dimension Objectives”

作　　者：张建桥[1] 

机构地区：[1]绍兴文理学院教育学院,浙江绍兴312000

出　　处：《绍兴文理学院学报》2016年第10期1-5,共5页Journal of Shaoxing University

基　　金：浙江省教育科学规划项目"基础教育课程改革纵深推进的路径与机制研究"(编号:2016SCG142);绍兴文理学院科研启动项目"中小学课程‘三维目标’的实施途径与策略研究"(编号:20145035)

摘　　要："三维目标"是我国第八次课程改革提出的关于课程目标的核心理念。作为一种学力观,它与传统"双基理论"的本质区别不在于构成要素的内容,而在于构成要素的结构安排。在"三维目标"中,知识与技能的基础地位被颠覆,"过程与方法"和"情感态度价值观"取而代之居于"基础性发展目标"的地位。"三维目标"重新设计三个维度的内部结构需要克服三个问题:一是"知识与技能"目标的重新设置需要克服历史虚无主义倾向;二是"过程与方法"目标的重新设置需要克服相对主义倾向;三是"情感态度价值观"目标的重新设置需要克服二元对立的形而上学倾向。The theory of three-dimension objectives is the core concept of the eighth curriculum reform in China. The essentialdifference between the ＂three dimension objectives＂ and the ＂two basics＂ lies not in the elements, but in the structure of the ele-ments. The theory of three-dimension objectives overturns the basic status of knowledge and skills, and treats ＂process and meth-od＂, ＂emotion, attitude and value＂ as the ＂basic development objectives＂. There are three problems in the theory of three-dimen-sion objectives yet to be resolved： the objective of knowledge and skill is established on the basis of anti-historical nihilism; the ob-jective of process and method is established on the basis of anti-science relativism; the objective of emotion, attitude and value isestablished on the basis of dualism philosophy.

关 键 词：三维目标 结构 问题 

分 类 号：C620[社会学]