质量提升时代的“课程知识选择”  

“Curriculum Knowledge Selection”in the Era of Quality Improvement

作　　者：胡阳 赵婧 HU Yang;ZHAO Jing(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：《当代教研论丛》2023年第10期1-6,共6页contemporary Teaching and Research

基　　金：2020年度天津市教委社科重大项目:完善大中小幼一体化育人机制研究(2020JWZD42);天津师范大学2019年教改项目:“课程思政”建设背景下《教育学概论》的教学改革路径研究(JGYB01219019)。

摘　　要：课程知识选择是课程研究的基础性问题,也是广大学者持续关注的重要课题。从斯宾塞提出“什么知识最有价值”到阿普尔探问“谁的知识最有价值”,再到麦克·扬重申“强有力的知识”,课程知识选择的问题总离不开对科学与人文、社会与个体、客观性与建构性等根本性矛盾的辨识与澄明。在我国教育全面走向质量提升、内涵发展的历史新阶段,甄选适合学生发展的课程内容,需要合理定位课程知识的时代价值,以人的发展为根本着力点,寻求各类知识间的动态平衡。The selection of curriculum knowledge is the basic problem of curriculum research,and also the important topic that most scholars continue to pay attention to.From Spencer’s“What knowledge is most valuable?”From Apple’s inquiry about“whose knowledge is most valuable”to Michael Yang’s The selection of“knowledge in a powerful”.knowledge curriculum is always inseparable from the identification and clarification of the fundamental contradictions between science and humanity,society and individual,objectivity and constructiveness.In the historical new stage of comprehensive quality improvement and connotation development of Chinese education,the selection of suitable course content for students’development,we need to reasonably define the era value of curriculum knowledge,take the development of people as the fundamental point,seek dynamic balance between all kinds of knowledge.

关 键 词：课程知识 课程知识选择 高质量 

分 类 号：G423[文化科学—课程与教学论]