“课程与教学论”教材中我国教育传统自主知识传承范式的转向  

Shift in the Inheritance Paradigm of Chinese Educational Traditional Independent Knowledge in Curriculum and Teaching Theory Textbook

作　　者：金志远 王怡涵 Jin Zhiyuan;Wang Yihan

机构地区：[1]西安外国语大学人文社科研究院、英语师范学院·教育学院,西安710128 [2]西安外国语大学英语师范学院·教育学院,西安710128

出　　处：《中国教育科学（中英文）》2024年第3期116-124,共9页Education Sciences in China

基　　金：陕西省教育科学“十四五”规划2023年度一般课题“中华优秀传统文化融入高中英语教材的理论逻辑和实践路径研究”(SGH23Y0798)。

摘　　要：基于我国教育学理论的“舶来品”属性与学科特色,克服对外来理论的依赖、回归教育传统的呼声不绝于耳。文章以20世纪80年代以来出版的“课程与教学论”教材为分析对象,得出“课程与教学论”教材中我国教育传统自主知识传承范式随历史发展呈现“脉络梳理式—知识内嵌式—栏目拓展式”变化的结论。针对传承范式的转变历程,文章从教材编写者的思维观念、指导思想、编写理念、价值旨归出发进行成因分析,强调“课程与教学论”教材应把握时代机遇、迎接现实挑战。“课程与教学论”教材要在协调好中外教育理论关系的基础上,从目标指向、内容结构、研究方法三要素入手推动“系统建构式”传承范式转向,形成我国教育传统自主知识体系,积极回应传统教育的历史呼唤。Based on the"imported"attributes and disciplinary characteristics of China's pedagogical theories,there are endless calls to overcome dependence on loreign theories and return to educational tradition,Taking curriculum and teaching theory textbook published since the 1980s as object,the thesis concludes that the inheritance paradigm of Chinese educational traditional independent knowledge in curriculum and teaching theory textbook shows the shift of vein com bing,knowledge embedded and column expanding,In view of the shift,the thesis analyzes the causes from the thinking concept,guiding ideology,writing philosophy and value of textbook compilers,and stresses that the curriculum and teaching theory textbook should grasp the opportunities of time and meet the challenges of reality,On the basis of coordinating the relationship between Chinese and foreign educational theories,the textbook should promote the shilt to a systemconstruction inheritance paradigm in terms ol goal orientation,content structure,and research methodology,and form an independent knowledge system of Chinese educational tradition in order to respond to the call of traditional education.

关 键 词：教育传统自主知识 课程与教学论 教材知识 传承范式 

分 类 号：G40[文化科学—教育学原理]