李吉林情境课程:中国特色的实践创生与话语构建  

Li Jilin’s Contextualized Curriculum:A Unique Practice of Innovation and Discourse Construction with Chinese Characteristics

作　　者：严奕峰 YAN Yifeng(School of Teacher Education,Nantong University,Nantong Jiangsu,226019)

机构地区：[1]南通大学教师教育学院,江苏南通226019

出　　处：《现代基础教育研究》2024年第4期182-187,共6页Research on Modern Basic Education

基　　金：中国高等教育学会重大课题“新时代高质量教师教育体系内涵、特征与构建路径研究”(项目编号:24JS0103)。

摘　　要：李吉林以“情境”为核心理念,精心构建了一个涵盖“学科情境”“主题大单元情境”“野外情境”及“过渡衔接情境”的课程体系,这一体系内蕴“中华意境美学”的思想脉络,彰显“真、美、情、思”的要素特征,具有鲜明的中国风格。展望未来,李吉林情境课程的推广应用既需要我们在本土深耕实践,也需要向国际社会传播,本土实践与应用可进一步挖掘情境课程的学术价值,而国际传播则可将独特的中国智慧传递给世界其他课程流派。Centered on the concept of“context”,Li Jilin meticulously constructed a curriculum system encompassing“subject context”,“thematic large unit context”,“outdoor context”,and“transitional connection context”.This system embodies the ideological thread of the aesthetic philosophy of Chinese artistic beauty,emphasizing the elements of“truth,beauty,emotion,and thought”,and showcasing distinct Chinese characteristics.Looking forward,the promotion and application of Li Jilin’s contextualized curriculum require both local deep-rooted local practice and international dissemination.Local practice and application can further explore the academic value of the contextualized curriculum,while international dissemination can communicate unique Chinese wisdom to other curriculum traditions.

关 键 词：李吉林 情境课程 中国特色 

分 类 号：G63[文化科学—教育学]