回归强有力的知识传统——对课程知识相对主义的批判性考察  

Back to the Powerful Knowledge Tradition:A Critical Research of the Relativism of Curriculum Knowledge

作　　者：张俊列[1] ZHANG Junlie

机构地区：[1]陕西师范大学教育学部,西安710062

出　　处：《北京大学教育评论》2021年第4期44-64,185,共22页Peking University Education Review

基　　金：国家社会科学基金2019年度教育学一般课题(BAA190232)。

摘　　要：知识问题是课程研究的基础性问题。在社会建构主义、概念重建主义等理论的导向下,知识相对主义成为当代课程研究的强势话语。本文基于课程研究自身的历史、理论与实践问题,对相对主义进行批判性考察。特别是通过阐明相对主义嵌入中国新课程改革的过程及原因,在凸显理论叙述与实践操作之间巨大的悖反与断裂关系的前提下,重新揭示长期以来被遮蔽的客观知识的价值,从而对“轻视知识”的教育思潮保持警惕。本文通过审视相对主义的误区,为知识的客观性辩护,重新思考和估价知识问题与课程研究的关系定位。Knowledge is a fundamental issue of curriculum studies.Due to the orientations of reconceptualization and sociology of knowledge as well as other radical theories,epistemological relativism has become the powerful discourse of contemporary curriculum studies.This paper critically examined relativism based on the history of curriculum studies,theoretical and practical issues.By particularly illustrating why and how epistemological relativism has been influencing China's new curriculum reform and highlighting the premise of the contradictions and separations between theoretical descriptions and practical operations,this paper again revealed the values of objective knowledge which has been neglected for a long time,so as to break down the blind compliance and extreme obsession with educational thought of contempt for knowledge from the roots.It should be said that this paper aims high at removing the hazards of relativism,defending the objectivism of knowledge as well as reconsidering and evaluating the relationship between knowledge and curriculum studies.

关 键 词：知识 客观知识 知识相对主义 课程研究 概念重建主义 

分 类 号：G423.07[文化科学—课程与教学论]