论学校课程知识的双重性  

On the Dual Nature of School Curriculum Know ledge

作　　者：张俊列[1] 万平 Zhang Junlie;Wan Ping(School of Education,Shaanci Normal University,Xi'an Shaanxi 710062,China)

机构地区：[1]陕西师范大学教育学院 [2]陕西师范大学教育学部

出　　处：《中国教育科学（中英文）》2021年第6期99-106,共8页Education Sciences in China

基　　金：国家社会科学基金2019年度教育学一般课题“立美与成美:课程美学实践应用机制研究”(BAA190232)。

摘　　要：认识论关于知识性质是客观性还是建构性的两难困境,同样表现为课程知识性质的对立。但以往的争论,忽略了课程知识本身的问题范畴,并未真正把握课程知识的性质。立足于课程知识育人的实践逻辑,课程知识具有双重性,是客观性与建构性的统一。未来课程应在“课程意义”上实现“关于课程的研究”与“课程研究”的融合,学校课程知识的价值选择是知识逻辑、心理逻辑、社会逻辑与价值逻辑的统一,实际上是四重逻辑冲突之后的“妥协”,要承认每种逻辑的局限性,从而超越了“什么知识最有价值”与“谁的知识最有价值”之间的争论,也超越了知识与儿童、社会与个体、学科与活动等理论的二元对立。The dilemma in epistemology,namely whether knowledge in the nature is objective or constructive,manifests as the opposition of curriculum knowledge as well.The previous debates about the issue,however,neglected the problem domain of curriculum knowledge,accordingly failed in capturing the essence of curriculum knowledge.To address the above issues,this paper proposes that curriculum knowledge has a dual nature of being both objective and constructive from the perspective of its practical logic of educating people.The future curriculum,in this sense,should be the integration of“study about curriculum”and“study of curriculum”The value selection of school curriculum knowledge is the unity of the knowledge logic,mental logic,social logic as well as value logic,which actually is the compromise among the aforementioned four logics.Only by acknowledging the respective limitations of each logic,will it be possible to surmount the disagreement between“What knowledge is the most valuable?”and“Whose knowledge is the most valuable?”,meanwhile go beyond the binary oppositions of knowledge and children,society and individual,disciplines and activities.

关 键 词：课程知识 知识性质 知识价值 客观性与建构性 

分 类 号：G423.04[文化科学—课程与教学论]