西方知识观的转变及其对当前课程改革的启示  

Knowledge and Curriculum: The Transformation of Views of Knowledge and Its Implications for Curriculum Reform

作　　者：姜勇[1] 阎水金[1] 

机构地区：[1]华东师范大学学前教育研究所,上海200062

出　　处：《比较教育研究》2004年第1期17-21,43,共6页International and Comparative Education

摘　　要：知识是课程发展的三个重要来源之一。当代西方知识观经历着以下的转变:知识的本质从绝对真理性到生成建构性,知识的存在状态从公众知识到个体知识,知识的属性从价值中立到价值关涉,知识的种类由分层到分类,知识的范围从普适性到情境性。由此对当前课程改革具有重要的启发:课程目标应转向对学生生存与发展的关注,课程内容应更多关注学生的精神成长,课程实施应采取“自下而上”的实践范式,教学过程中应更多激发学生的自主学习。Knowledge is one of the three main resources of the development of curriculum. Many transformations are taking place in western views of knowledge: the nature of knowledge is changing from absolute rationality to construction, the existence from public to personal, the attribute from value-free to value-related, the type from classified to assorted and the spectrum from universal to context-depended. Such changes have implications for the curriculum reform: the curriculum should aim at the existence and development of the student, the content of the curriculum should focus more on students' spirits, the implementation should follow a bottom-to-top paradigm and the teaching process should inspire students' independent learning.

关 键 词：西方 知识观 课程 

分 类 号：G423[文化科学—课程与教学论]