地方课程的“地方”迷失与再构  

The Lost"Place"of Local Curriculum and Reconstruction

作　　者：李俊堂[1] 刘欢[2] LI Juntang;LIU Huan(School of Education,Guangzhou University,Guangzhou 510006;Faculty of Education,Shaanxi Normal University,Xi'an 710062)

机构地区：[1]广州大学教育学院,广州510006 [2]陕西师范大学教育学部,西安710062

出　　处：《教育研究与实验》2024年第2期82-92,共11页Educational Research and Experiment

基　　金：广东省哲学社会科学规划2024年度一般项目“课程空间学:面向高质量发展的基础教育课程结构优化研究(GD24CJY10)”的研究成果。

摘　　要：地方课程有重要的文化传承作用。从人文地理学视角审视地方课程发现,地方的行政化、景观化和无意义化等认知偏差,导致指令性课程窄化文化职能、无地方课程消解文化特色以及非地方课程阻断文化关联等问题。重新理解“地方”以构建新的地方课程理念,需要关注亲切的地方,将课程面向学生的文化体验;聚焦对家的依恋,让课程内容服务学生价值生活;紧扣地方认同,通过课程组织和评价建构共享文化。改造“地方”是地方课程再构的实践路径,包括宏观层面设计国家、地方和校本课程一体协同体系,中观层面筹划地方文化考察打造本真的地方,微观层面引导学生制作个人地方认知绘图。Local curriculum plays an important role in cultural inheritance.From the perspective of human geography,it is found that cognitive biases such as the administrativeization,landscaping and meaninglessness of place lead to problems such as the narrowing of cultural functions in the mandatory curriculum,the elimination of cultural characteristics in the non-local curriculum and the blocking of cultural relations in the non-local curriculum.To re-understand"place"and construct a new local curriculum concept,we should first pay attention to the friendly place and orient the curriculum towards students'cultural experience;Secondly,we should focus on the attachment to home,so that the course content can serve students'value life;Thirdly,it is necessary to construct a shared culture through curriculum organization and evaluation in close connection with local identity.Reforming the place is the practical path of local curriculum reconstruction.At the macro level,we should design a coordinated system of national,local,and school-based courses;at the meso level,we should plan and implement local courses to create authentic places;and at the micro level,we should guide students to create personal local cognitive maps.

关 键 词：地方 地方课程 人文地理学 文化传承 

分 类 号：G423[文化科学—课程与教学论]