如何形成有价值的课程知识  

How to Form Valuable Curriculum Knowledge

作　　者：冯永刚 温晓情 Feng Yonggang;Wen Xiaoqing

机构地区：[1]山东师范大学教育学部,济南250014 [2]南京师范大学教育科学学院,南京210097

出　　处：《课程．教材．教法》2024年第1期4-12,共9页Curriculum，Teaching Material and Method

基　　金：国家社会科学基金教育学一般课题“学校立德树人的长效机制研究”(BEA190108)。

摘　　要：在课程研究领域,与“什么知识最有价值”“谁的知识最有价值”不同,“有价值的知识如何形成”这一提问方式摒弃了传统课程知识观对知识建构主体的理性或权力身份的探讨,强调“主体去中心化”,即将课程知识和权力放到历史的脉络中检视,追溯主体所在的论述空间的构建路径。“有价值的知识如何形成”这一问题旨在揭示课程知识的实质、课程知识的建构以及课程知识的自然化与常态化过程,描述了课程知识作为限定并传达社会规则的物质性实践的本质属性、由社会和历史双重建构的生成过程以及课程知识所构筑的话语空间对儿童的区隔与规训。积极探索有价值的课程知识形成的多元理路,可借助“碎片化”的思考工具、“当下历史”的研究范式、“社会知识论”的研究方法论,在强化人们对课程知识的警惕与反思的基础上,为人们提供突破课程知识圈围的合法性依据与具体研究方法论,使教育研究者乃至师生有意识,也有能力主动探寻课程知识的多种可能。In the field of curriculum research,different from“what knowledge is the most valuable”and“whose knowledge is the most valuable”,the question of“how to form valuable knowledge”abandons the discussion of traditional view of curriculum knowledge on the rationality or power of the subject of knowledge construction,while it emphasizes the decentralization of subject,which examines curriculum knowledge and power in history and traces the construction path of the discourse space of subject.This question aims to reveal the essence,construction and naturalization and normalization of curriculum knowledge,which describes its essential attributes as material practice that limits and conveys social rules,the generation process const ructed by society and history,and the discourse space constructed by curriculum knowledge that distinguishes and disciplines children.Exploring the path to form valuable curriculum knowledge can employ fragmented thinking tool,research paradigm of current history and the research methodology of social epistemology,so as to strengthen the awareness and reflection on curriculum knowledge,and provide people with legal basis and specific research methodology to break through the restriction of curriculum knowledge,so that researchers,teachers and students can have the consciousness and ability to actively explore possibilities of curriculum knowledge.

关 键 词：课程知识观 课程知识 理性系统 生产性权力 社会知识论 

分 类 号：G423.04[文化科学—课程与教学论]