学校课程情境的语境论特征与分析模型  

The Contextualism Characteristics and Analysis Model of School Curriculum Situation

作　　者：杨四耕[1] Yang Sigeng

机构地区：[1]上海市教育科学研究院,上海200032

出　　处：《教育学术月刊》2022年第12期3-9,共7页Education Research Monthly

基　　金：国家社会科学基金“十三五”规划2019年度教育学重大招标课题“立德树人的落实机制研究”(编号:VEA190002)。

摘　　要：学校课程总是处于一定的情境脉络之中,是特定语境的产物。学校课程研制必须探明学校课程情境及其内在逻辑,突破学校课程发展的“语境遮蔽”。学校课程情境具有客观实在性与人为赋意性、文化传承性与应时发展性、整体囊括性与矛盾转换性、意域潜在性与对话依赖性、现实差异性与特色累积性等语境论特征。学校课程情境的T-PS语境分析模型可以用来阐释学校课程发展的不同阶段客体和主体运动变化情况,强化对学校课程情境的语境结构的多维理解,使学校课程情境的要素、联结和效应获得系统分析和合理说明,避免学校课程情境分析的随意性和盲目性。A school curriculum is always in a situation and is the product of a specific context. The formulating of a school curriculum should be based on the exploration of its situation and internal logic, and break through the‘contextual obscurity’of its development. The school curriculum situation has contextualism characteristics such as objective reality and artificial intention, cultural inheritance and timely development, holistic inclusion and contradictory transformation, potential domain and dialogue dependence, realistic difference and characteristic accumulation. The T-PS contextual analysis model of school curriculum situations can be used to explain the changes of object and subject movements at different stages of school curriculum development,strengthen the multidimensional understanding of the contextual structure of school curriculum situations, provide systematic analysis and reasonable explanation of the elements, connections and effects of school curriculum situations, so as to avoid the arbitrariness and blindness of school curriculum situation analysis.

关 键 词：学校课程情境 语境论 语境遮蔽 语境分析模型 

分 类 号：G40-01[文化科学—教育学原理]