课程知识的文化性回归:内涵与路径  

The Cultural Regression of Curriculum Knowledge:Connotation and Path

作　　者：丁莉 DING Li(Tongren Preschool Education College,Tongren 554300,China)

机构地区：[1]铜仁幼儿师范高等专科学校,贵州铜仁554300

出　　处：《当代教研论丛》2024年第10期13-16,共4页contemporary Teaching and Research

摘　　要：在传统知识论框架下,知识被视为证成的真信念,而课程知识则是一种介于知识与课程之间的精致编码。从教育社会学的视角来看,知识是维护社会文化结构的重要工具,课程知识在再生产社会主流文化方面发挥着作用。相反,文化教育学则将知识视为促进学生精神健康发展的积极力量,课程知识成为构建和丰富学生个体生命精神的文化性文本,这引发了对知识文化性回归的思考与启蒙。知识的文化性回归,以教师作为知识分子的角色回归为前提,其核心在于关注学生的学习过程,根本在于回归教育学知识文化育人的自觉立场。这样的回归既捍卫了知识的正义,也尊重了知识的尊严。In the traditional epistemological framework,knowledge is regarded as a true belief,while curriculum knowledge is a refined encoding between knowledge and curriculum.From the perspective of educational sociology,knowledge is an important tool for maintaining the social and cultural structure,and curriculum knowledge plays its due role in reproducing the mainstream culture of society.On the contrary,the perspective of cultural education regards knowledge as a positive force for promoting students’mental health development,and curriculum knowledge becomes a cultural text for constructing and enriching students’individual life spirit,which triggers thinking and enlightenment on the cultural return of knowledge.The cultural return of knowledge is based on the return of teachers’role as intellectuals,and its core lies inpaying attention to students’learning process,fundamentally returning to the conscious position of cultivating students with educational knowledge in a cultural way.This return not only defends the justice of knowledge,but also respects the dignity of knowledge.

关 键 词：知识 课程知识 文化性回归 教育立场 

分 类 号：G423[文化科学—课程与教学论]