知识论视域下的课程建设探析  

Exploring the Construction of Curriculum From the Perspective of Epistemology

作　　者：吴彦彤 Wu Yantong(School of Education Science,Nanjing Normal University,Nanjing Jiangsu 210097,China)

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《教育科学》2024年第5期59-65,共7页Education Science

基　　金：江苏省社会科学基金项目“中小学课堂教学改革中的教育公平体验研究”(项目编号:23JYC008)。

摘　　要：课程研究范式的分化使得课程建设陷入了理解与编制、批判与开发的实践困境。对知识问题的厘清是课程建设的前提条件。在知识理解上,“课程研究”与“关于课程的研究”的知识理论冲突是课程建设困境形成的重要原因之一,社会实在论为这一困境的解决提供了可能。在知识转化上,无论是“课程研究”对学生经验的强调,还是“关于课程的研究”对学生行动的关注,都要将促进学生个体发展作为课程建设中知识转化的基本目标。为此,课程建设需要明确从知识和学生双重视角出发,立足知识本质的社会实在属性,关注知识转化中的个体行动意义,在联结知识问题的过去与未来中,真正激发课程建设的内在动力。The differentiation of curriculum research paradigms has led to a practical dilemma in curriculum construction,involving understanding and formulation,critique,and development.Clarification of knowledge issues is a prerequisite for curriculum development.In the realm of knowledge and understanding,the theoretical conflict between“curriculum research”and“research on curriculum”stands out as a significant factor contributing to the dilemma in curriculum construction,and social realism provides a possible solution to this dilemma.In the realm of knowledge transformation,whether by highlighting the crucial role of student experience in“curriculum research”or by underscoring the unique significance of student action in“research on curriculum”,promoting individual development has emerged as the primary objective of knowledge transformation in curriculum development.To this end,curriculum construction needs to be based on a dual perspective of knowledge and students,based on the social realist characteristics of the essence of knowledge,emphasizing the significance of individual development in knowledge transformation,and effectively stimulating intrinsic motivation in curriculum construction by bridging past and future knowledge issues.

关 键 词：知识论 课程建设 社会实在 学生发展 

分 类 号：G423.04[文化科学—课程与教学论]