论课程纷争之下课程意识建构及其途径  

The Construction of Curriculum Consciousness Under Curriculum Controversies

作　　者：张文军[1] 

机构地区：[1]浙江大学教育学院

出　　处：《全球教育展望》2016年第12期70-79,88,共11页Global Education

基　　金：教育部人文社会科学规划基金项目"后现代文化视野下的课程研究"(课题批准号:13YJA880103)的成果之一

摘　　要：本文从课程概念的重建和拓展出发,指出课程纷争的范畴已经延展到许多更广的教育空间之中,并日益复杂化和白热化。在国内,课程学者内部和外部、公立学校系统中的相关人员、公私立学校之间、以及家长群体都处于各种课程纷争之中。而在国外,课程纷争更是涉及到了国家之间的竞争和课程理念和话语的纷争。本文指出,为了应对课程纷争,需要从课程的专业立场和分析路径出发,建构相关的课程意识,并带着这种课程意识与觉知开展选择和实践。这些路径包括对纷繁的课程纷争背后的话语进行解构、把主体性重建作为课程意识建构的核心,并将课程意识的实在性和超越性结合起来考虑,从而避免在纷争中丧失立场和方向。By clarifying the reconceptualization of curriculum under recent curriculum discourse, this paper argued that curriculum controversies had been extended into broader educational spaces. The development of modernity had generated more and more complicated and frequent curriculum controversies. For instances, curriculum scholars have controversies among themselves and with scholars from other field; principals and teachers in schools are also involved in different controversies; private schools are developing with controversies among themselves and with public schools, and parents are more active in curriculum controversies for making decisions for their children. Internationally, PISA test became the origin of controversies over different topics, and Neoliberal curriculum and education reform policies also triggered hot debates. It is suggested that curriculum consciousness is very important for finding the way out. All the stakeholders of curriculum and education should build up certain curriculum consciousness through professional analysis and reflection. The methodologies of the construction of curriculum consciousness are also discussed, including the deconstruetion of taken for granted reality; the subjective reconstruction based on curriculum consciousness, using comparative and historical research to combine the traditional wisdom with current condition as William Pinar mentioned.

关 键 词：课程纷争 课程意识建构 后现代 主体性重建 

分 类 号：G423[文化科学—课程与教学论]