学校课程共识:意蕴与价值  

School Curriculum Consensus:Implication and Value

作　　者：岳辉 YUE Hui(Faculty of Education, Tianjin Normal University, Tianjin 300387, China)

机构地区：[1]天津师范大学教育学部,天津300387

出　　处：《北京教育学院学报》2021年第6期45-50,共6页Journal of Beijing Institute of Education

基　　金：天津市教育科学规划课题“中小学遭遇的家长信任危机及化解对策研究”(CHE210126)。

摘　　要：学校课程建设是多主体参与的课程实践活动,应以相关主体间的学校课程共识为基础。而什么是学校课程共识是一个尚未在理论上得到明确的问题。综合分析学校课程共识的现象本质、认知特点和课程活动归属可知学校课程共识应为学校课程主体在实施国家和地方课程规划的背景下,在集体制定和实施学校课程决策的活动中,基于理性同意和协商的统一,对学校课程建设中的公共事务达成的一致认识,针对的是不同层级的课程转化和同一层级课程协作中因课程主体不同产生的课程差异问题。学校课程共识之于学校课程建设的价值在于形成多方参与、齐心协力、互相配合的课程建设主体格局,最大程度实现各方利益诉求,提升学校课程决策的理性水平,从而促进学校课程建设的高质量发展。School curriculum construction is a curriculum practice activity participated by multiple subjects,which should be based on the school curriculum consensus among relevant subjects.What is the school curriculum consensus is an issue that has not been clarified theoretically.Based on the comprehensive analysis of the nature of the phenomenon,the cognitive characteristics and the attribution of curriculum activities of school curriculum consensus,it can be concluded that the school curriculum consensus should be the common understanding of the public affairs in school curriculum construction which is based on the unity of rational consent and consultation in the collective decision-making activities of formulating and implementing school curriculum under the background of the implementation of national and local curriculum planning,aiming at the issue of the transformation of different levels of curriculum and the differences in curriculum due to different curriculum styles in the same-level curriculum.The value of school curriculum consensus to school curriculum construction lies in forming the subject pattern of curriculum construction with multi-party participation,concerted efforts and mutual coordination,maximizing the interests of all parties,enhancing the rational level of school curriculum decision-making,and promoting the high-quality development of school curriculum construction.

关 键 词：学校课程共识 课程建设 课程差异 课程主体 

分 类 号：G423[文化科学—课程与教学论]