课程适应性的生态学视域阐析  

Ecological interpretation on curriculum adaptability

作　　者：何顺超[1] 余媛媛 HE Shun-chao;YU Yuan-yuan(School of Educational Science and Management,Yunnan Normal University,Kunming,Yunnan 65050,China;School of Vocational and Technical Education,Yunnan Normal University,Kunming,Yunnan 650092,China)

机构地区：[1]云南师范大学教育科学与管理学院 [2]云南师范大学职业教育学院,云南昆明650092

出　　处：《教学研究》2019年第4期53-58,112,共7页Research in Teaching

基　　金：国家社会科学基金青年项目(17CMZ039);国家社会科学基金青年项目(18CMZ036)

摘　　要：课程适应性是课程在人的作用下被一定的课程环境选择所发生的有利的变化过程。课程元素(知识、经验、活动)和课程种群(课程计划、课程标准、教科书与不同分类方式的课程)按照系统层级结构规律组成课程群落,与课程环境中的自然、社会、个体因子相互作用,形成课程生态系统。课程适应性引发的同化、顺应、演替等调节方式通过课程编制,作用于课程生态系统,使其实现以动态开放、和谐共生、持续发展为表现的平衡稳态,完成课程的新陈代谢,实现课程生存、发展与变革。Curriculum adaptability is a beneficial change when curriculum is selected by certain curriculum environment under the influence of human being. The curriculum elements (knowledge, experience, activities) together with the curriculum population(plans, standards, textbooks and different types of classes) compose the curriculum groups according to the system hierarchy structure, and form the curriculum ecosystem interacting with the nature, society and individual factors in the curriculum environment. The adjustment modes, such as assimilation, adaptability and succession caused by curriculum adaptability can be used in curriculum ecosystem to realize steady balance, which presents as dynamic openness, harmonious coexistence and sustainable development, thus completing the curriculum metabolism, and fulfilling curriculum survival, development and transformation.

关 键 词：课程适应性 课程生态系统 课程群落 课程环境 调节 稳态 

分 类 号：G642[文化科学—高等教育学]