学科实践:时代内涵与现实追求  

Disciplinary Practice:Connotation of Times and Pursuit of Reality

作　　者：苏鸿 Su Hong

机构地区：[1]广东第二师范学院教育学院,广州510303

出　　处：《课程．教材．教法》2023年第4期28-33,共6页Curriculum，Teaching Material and Method

基　　金：教育部人文社会科学研究一般项目“中小学教师实践共同体的形成机制与优化路径研究”(20YJA880046)。

摘　　要：学科实践成为新一轮课程改革的重要取向,但是受制于传统理论哲学的局限,教育界对学科实践的理解仍存在很多认识上的误区,需要从理论层面进行深度反思与建构。晚近以来实践哲学的复兴,为我们重新理解学科实践开启了新的视域。学科实践不仅是学习方式的变革,更是课程形态的创新与教育观念的转变。学科实践力图超越传统理论哲学二元对立的认识局限,倡导知识与情境的关联、认识与行动的统一、身体与心智的融合。学科实践的实施应该强化情境脉络、具身活动与技术支持,重视培养教师的实践意识与实践能力。Disciplinary practice has become important orientation of the new round of curriculum reform.However,limited by traditional theoretical philosophy,there are still many misunderstandings of disciplinary practice in education community,which requires in-depth reflection and construction of theory.The revival of practical philosophy in recent years has opened a new horizon to re-understand disciplinary practice.Disciplinary practice is change of learning methods,and also innovation of curriculum forms and change of educational concepts.It tries to transcend the cognitive limitation of traditional theoretical philosophy,advocating the connection between knowledge and situation,the unity of knowledge and action,and the integration of body and mind.Its implementation should strengthen context,activities and technical support,and pay attention to the cultivation of teachers'practical consciousness and ability.

关 键 词：学科实践 实践哲学 课程知识观 课程变革 

分 类 号：G423.07[文化科学—课程与教学论]