从衰减型课程范式转向生加型课程范式——课程多样化的一种探讨  

From Degenerating-and-Reducing Curriculum Paradigm to Generating-and-Adding Curriculum Paradigm——An Approach about the Diversifying of Curriculum

作　　者：丁念金[1] Ding Nianjin(Shanghai Normal University)

机构地区：[1]上海师范大学教育学院,上海200000

出　　处：《当代教育科学》2024年第6期3-12,共10页Contemporary Education Sciences

基　　金：2023年度国家社会科学基金教育学重点项目“高中阶段学校多样化发展的理论与实践研究”(项目编号:AHA230016)的研究成果之一。

摘　　要：现代中国的主流课程范式基本上是一种衰减型课程范式,进入新时代,应该致力于人类的升级,因而转向生加型课程范式。这种新的课程范式的观念基础主要包括:人性观念;自由发展观念;自化思想和自创生理论;正义观念。其主要价值包括:充分发挥各类有关人员的积极作用;充分实现人类生命的增值;大力促进人类生态的优化。向生加型课程范式转变的关键方略包括:形成前瞻性的课程理念;形成立体化的课程系统运行机制;构建生加型的课程框架;构建生加型的学习评价体系;提供相关的指导、支持和保障。The mainstream curriculum paradigm in modern China is basically a degeneratingand-reducing curriculum paradigm.Now,into a new era,we should be committed to human upgrading,and thus turn to a generating-and-adding curriculum paradigm.The conceptual bases of this new curriculum paradigm include:the conception of human nature;the conception of free development;the thought of self-converted and autopoiesis theory;the conception of all justice.The main values of this new curriculum paradigm include:giving full play to the active role of relevant personnel;fully realizing the appreciation of human life;vigorously promoting the optimization of human ecology.The key general strategies for turning to this new curriculum paradigm include:to form forecasting curriculum ideas;to form multi-level operational mechanism of curriculum system;to construe generating-and-adding curriculum frame and learning evaluation system;and to provide related guidance,support and security.

关 键 词：课程范式 衰减型 人类升级 生加型 多样化 观念基础 价值 方略 

分 类 号：G423[文化科学—课程与教学论]