论课程改革的合法性及其路向  

On the Legitimacy and Its Direction of Curriculum Reform

作　　者：张家军[1] ZHANG Jiajun(Center for Studies of Education and Psychology of Minorities in Southwest China&Faculty of Education,Southwest University,Chongqing 400715,China)

机构地区：[1]西南大学西南民族教育与心理研究中心/教育学部,重庆400715

出　　处：《湖南师范大学教育科学学报》2020年第6期84-91,共8页Journal of Educational Science of Hunan Normal University

摘　　要：课程改革合法性这一问题的提出既有其特殊背景,也有其必然性。关于合法性存在着诸多争论,主要有两种观点:自然法合法性理论与实证主义合法性理论。课程改革的合法性包括以程序正当为主要内容的形式合法性,以及以合价值性和合绩效性为主要内容的实质合法性。要提高课程改革的形式合法性,必须从课程改革的主体、课程改革的程序等方面入手;而要提高课程改革的实质合法性,则需从课程改革目标的设定,以及课程改革内容的正当性两个方面入手。The presentation of the legitimacy of curriculum reform has not only its background,but also its inevitability.There are many arguments about legitimacy,which can be divided into two different points of view,i.e.the legitimacy theory of natural law and the legitimacy theory of positivism.The legitimacy of curriculum reform includes formal legitimacy with due process as its main content,and substantive legitimacy with value and performance as its main content.To improve the formal legitimacy of curriculum reform,we must start from the subject and procedure of curriculum reform.To improve the substantive legitimacy of curriculum reform,we need to start from the setting of curriculum reform objectives and the legitimacy of curriculum reform content.

关 键 词：课程改革 合法性 形式合法性 实质合法性 

分 类 号：G423.07[文化科学—课程与教学论]