学校课程管理的生成性过程与方法论定位——过程哲学视角  

The Generative Process and Methodological Positioning of School Curriculum Management-- From the Perspective of Process Philosophy

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》2023年第6期3-11,共9页Education Research Monthly

基　　金：全国教育科学“十四五”规划2021年度教育部重点课题“基于儿童发展的幼儿园课程平衡方法及其运用研究”(编号:DAA210389)。

摘　　要：怀特海的过程哲学是一种“邀请”,它“邀请”我们洞悉学校课程管理的生成性过程,“邀请”我们思考学校课程管理的方法论定位。学校课程变革必须激活包括教师和学生在内的课程实践过程,回归课程的生成性品格。课程的生成性品格客观上要求我们关注课程管理的生成性过程,彰显课程管理的过程性、境遇性、关系性和创造性。学校课程管理是不断生成的过程,它聚于目标,起于问题,成于制度,归于文化。由此,学校课程管理方法论定位便蕴含其中:基于目标导引,必定目标管理;为了问题解决,需用问题管理;生成制度规约,推进制度管理;追求文化育人,必然文化管理。The process philosophy of Whitehead is an'invitation',which‘invites'us to have an insight into the generative process of school curriculum management,and invites'us to reflect on the methodological positioning of school curriculum management.School curriculum reform should activate the curriculum practice process which includes teachers and students,and return to the generative character of curriculum.The generative character of curriculum objectively requires us to pay attention to the generative process of curriculum management,manifesting the process,situation,relationship and creativity of the curriculum management.School curriculum management is a process of continuous generation which focuses on objectives,arises from problems,evolves into systems,and returns to culture.Therefore,the methodological positioning of school curriculum management includes:adopting management by objectives on the guidance of objectives;utilizing problem management for the aim of problem-solving;promoting system management by generating system regulations;implementing culture management to pursue culture education.

关 键 词：过程哲学 生成性过程 目标管理 问题管理 制度管理 文化管理 

分 类 号：G40-01[文化科学—教育学原理]