高中课程改革的知识论检讨  

Reflection on Epistemology Concerning Curriculum Reform of Senior High Schools

作　　者：靳玉乐[1] 张良[1] 

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《课程．教材．教法》2016年第6期20-25,19,共7页Curriculum，Teaching Material and Method

摘　　要：基于知识论的立场,检讨高中课程改革在处理"什么知识最有价值""谁的知识最有价值"等知识价值论问题所取得的成就以及所面临的困境,至少可以依据知识与行动、知识与生活、知识与权力以及知识与主体等关系维度,透析高中课程改革在处理学术性知识与实践性知识、学科知识与生活知识、官方知识与地方知识以及公共知识与个体知识等知识价值问题的利弊与得失,并在此基础上寻求改进的建议。The reflection from the perspective of epistemology on both achievements and dilemmas in dealing with the knowledge axiology about ＂what is the most valuable knowledge？＂ and ＂whose knowledge is the most valuable？＂ during the curriculum reform of the senior high school, can help to deepen the analysis of advantages and disadvantages concerning the following issues： academic knowledge versus practical knowledge, subject matter versus real life world, official knowledge versus local knowledge, public knowledge versus personal knowledge. This deep analysis is based on relationship dimensions such as knowledge and action, knowledge and life, knowledge and rights, knowledge and subject, and aims to seek improvement advice.

关 键 词：高中课程改革 知识价值论 课程知识观 二元论 

分 类 号：G423.07[文化科学—课程与教学论]