中国课程论学术话语体系自主构建的目标、逻辑与路径  

Goal,Logic and Path of the Independent Construction of the Academic Discourse System of Chinese Curriculum Theory

作　　者：刘亭亭 Liu Tingting

机构地区：[1]曲阜师范大学教育学院,曲阜273165

出　　处：《课程.教材.教法》2025年第3期47-54,共8页Curriculum,Teaching Material and Method

基　　金：国家社会科学基金“十四五”规划2024年度教育学一般课题“课程论学科知识体系建构的国际模式与中国路径研究”(BPA240206)。

摘　　要：课程论学术话语是课程研究生成与发展的叙述者和承载者。课程论作为我国教育领域的新兴学科,因在话语内容、话语方式等方面存在“失序”问题,遭遇学科独立性和学术合法性危机。在追求民族复兴、文化自信和中国式现代化的时代背景下,中国课程论学术话语体系的自主构建不仅是社会发展之需,也是课程论学科建设之责。中国课程研究需要围绕本土自主、学术自主、学科自主三大逻辑,遵循本土化、规范化和专业化的基本路径,构建具有自主性的概念、范畴和理论体系。Academic discourse of curriculum theory is the narrator and bearer of the generation and development of curriculum research.As an emerging discipline in China,curriculum theory suffers from a crisis of disciplinary independence and legitimacy due to the disorder problem in discourse content and method.In the context of pursuing national rejuvenation,cultural confidence and Chinese path to modernization,the independent construction of the discourse system is the need of social development and the responsibility of the construction of curriculum theory discipline.Chinese curriculum research needs to construct independent conceptual,categorical and theoretical systems around local,academic and disciplinary independent logic,following the basic paths of localization,standardization and specialization.

关 键 词：中国式现代化 课程论 学术话语 自主构建 

分 类 号：G423.04[文化科学—课程与教学论]