课程知识的实践意蕴与核心素养教育  

Practical Implication of Curriculum Knowledge and Key Competence Education

作　　者：苏鸿[1] 

机构地区：[1]广东第二师范学院教育学院,广州510303

出　　处：《课程．教材．教法》2017年第5期52-58,共7页Curriculum，Teaching Material and Method

基　　金：全国教育科学"十二五"规划2015年度教育部重点课题"实践理性视域下的教师行动研究"(DAA150205)

摘　　要：面对核心素养教育的时代,课程改革亟须超越表象主义知识观的窠臼。回归实践哲学的传统,重建课程知识的实践意蕴,是未来课程改革的重要方向。在实践哲学的视域中,课程知识不再是抽象的表象或符号,而是蕴含着语境性、历史性与具身性的鲜活的人类文化实践。课程设计需要超越技术理性的宰制,并着力凸显课程知识的实践脉络,从而更好地应对信息时代的挑战。Facing the appeal for key competence education, curriculum reform needs to surpass the old pattern of knowledge as presentation, reconstruct the practical implication of curriculum knowledge, which is the important trend for future curriculum reform. In the view of practical philosophy,curriculum knowledge is no longer abstract presentations or signs, but human cultural practice containing context, history and embodiment. Curriculum design should go beyond technical rationality and highlight the practical context of curriculum knowledge, so as to face the challenge of information era.

关 键 词：核心素养 课程知识观 实践哲学 实践意蕴 

分 类 号：G423.04[文化科学—课程与教学论]