论课程内容结构化:内涵、功能与路径  

On the Structuration of Curriculum Content:Connotat ion,Function,and Approach

作　　者：张紫红 崔允漷[1] Zhang Zihong;Cui Yunhuo

机构地区：[1]华东师范大学课程与教学研究所,上海200062

出　　处：《课程．教材．教法》2023年第6期4-10,共7页Curriculum，Teaching Material and Method

摘　　要：课程内容结构化是教材编制的专业原则,是实现核心素养目标的必然诉求。课程内容结构化的本质是作为学习经验的结构化,即探寻课程内容诸要素之间的相互关系。课程内容结构化的价值功能在于:秉持课程思维,以实现专业引领;基于结构化视角,以平衡组织逻辑;建立多样联结,以整合课程内容。课程内容结构化主要有三条路径:自下而上的纵向结构化、自上而下的纵向结构化和横向结构化。从整合论的立场出发,课程内容结构化在操作中需要经历“整体—部分—再整体”的过程,对教材编制具有重要启示。在现实实践中,三种结构并不是相互对立的,往往会组合出现。The struc turation of curriculum content is professional principle of textbook compilation and necessary requirement for achieving core competency objective.Its essence is learning experience structuration,which is exploring the relationship among curriculum content elements.Its value is to uphold curriculum mindset for professional leading,to balance organization logic based on structuration perspectives,and to create diverse connections to integrate curriculum content.Its approach is bottom-up vertical structuration,top-down vertical structuration and horizontal structuration.From the perspective of integration,the structuration needs to go through the process of integration,part and re-int egration,which has important implications for textbook compilation.In practice,the three types of structuration are not opposed to each other but often appear in combina tion.

关 键 词：课程内容结构化 学习经验 整合论 教材编制 

分 类 号：G423.04[文化科学—课程与教学论]