本文選題：實踐課程本體論 + 認(rèn)識論　； 參考：《西南大學(xué)》2008年博士論文

【摘要】： 人是教育的產(chǎn)物,課程是教育的核心。從這個意義上講,人也就是課程的產(chǎn)物。在學(xué)校環(huán)境里,學(xué)生與教師都在課程中成長、成熟和發(fā)展,課程事關(guān)學(xué)生和老師的命運、前途與幸福。要培養(yǎng)合格的人才,就要有理想的課程,要解決人才培養(yǎng)中存在的各種問題,就要革除課程的各種弊端。要為學(xué)生創(chuàng)造幸福的人生,就要為他們提供優(yōu)質(zhì)的課程。要真正關(guān)心教師,就要讓他們成為課程的主人而不是課程的奴隸。以人為本,應(yīng)該是課程論的宗旨,是研究的出發(fā)點和歸宿。以人為本的課程論就是實踐課程論。因為人是在實踐活動中成長、發(fā)展的。真善美的統(tǒng)一是人發(fā)展的理想境界,它既是實踐活動的基本要求,也是實踐活動的產(chǎn)物。以人為本的課程論要以實踐為基礎(chǔ),以真善美為基本價值取向。這樣的課程新哲學(xué)就是實踐課程論。 本課題的研究對象是課程哲學(xué),是課程的哲學(xué)基礎(chǔ)問題。以實踐為基礎(chǔ),以人為本,真善美的統(tǒng)一是實踐課程論的基本精神,也是本課題用以反思中國課程問題,構(gòu)建課程新哲學(xué)的立論依據(jù)。在本課題中,課程的哲學(xué)基礎(chǔ)不是一般意義上的哲學(xué),而是馬克思主義哲學(xué)。進(jìn)入20世紀(jì)80年代之后,馬克思主義哲學(xué)在中國具有實踐哲學(xué)的新形態(tài)。以實踐哲學(xué)作為課程的哲學(xué)基礎(chǔ),是課程哲學(xué)與時俱進(jìn)的必然要求。實踐哲學(xué)與課程論相結(jié)合的產(chǎn)物就是實踐課程論。 實踐課程在課程論的范疇體系中早已有之。人們常常把它與理論課程相對應(yīng),看作是一種課程類型和課程結(jié)構(gòu)。在這種意義上,實踐課程在性質(zhì)上就屬于形而下,是課程的具體問題,而不是理論基礎(chǔ)問題。我們把實踐課程論作為課程的哲學(xué)基礎(chǔ),從表面上看,似乎僅僅是多了一個“論”字,但實質(zhì)上這一字之差,卻表明了實踐課程論的課程哲學(xué)性質(zhì),規(guī)定了它是課程領(lǐng)域中關(guān)于形而上問題的理論,在內(nèi)容上它是由“四論”組成的,即實踐課程本體論、認(rèn)識論、價值論和審美論。這“四論”統(tǒng)一的哲學(xué)支撐則是真善美的價值取向,把這“四論”展開,實踐課程論的豐富內(nèi)容就會呈現(xiàn)在人們的眼前。 從研究思路上講,本課題首先從時代發(fā)展的特征入手去反思課程論的哲學(xué)基礎(chǔ)問題,找到立論的根據(jù),提出以實踐課程論作為課程哲學(xué)基礎(chǔ),然后分別從本體論、認(rèn)識論、價值論和審美論的角度,揭示課程與哲學(xué)的豐富內(nèi)容,按照真善美逐步提升,相互統(tǒng)一的邏輯,論證實踐課程論是課程的哲學(xué)基礎(chǔ)。最后,通過作者的校本實踐課程實驗來驗證實踐課程論的構(gòu)想,揭示實踐課程論的應(yīng)用價值。 把這個研究思路變?yōu)檠芯砍晒唧w表現(xiàn)為以下內(nèi)容: 全文分為五個部分: 第一部分,導(dǎo)論。主要回答什么是實踐課程論,這種課程哲學(xué)的理論基礎(chǔ),實踐觀的本質(zhì)等問題。這個部分的難點在于把人們耳熟能詳?shù)膶嵺`,實踐課程等概念加以新的規(guī)定,賦予時代精神和個性特色。 第二部分,實踐課程本體論。立足于本質(zhì)論和基礎(chǔ)論兩個角度回答課程是什么的問題。力圖從課程本質(zhì)的方法論分析和課程的哲學(xué)基礎(chǔ)等方面去說明要從真善美相統(tǒng)一的維度去揭示課程的本質(zhì),為課程認(rèn)識論、價值論和審美論奠定基礎(chǔ)。 第三部分,實踐課程認(rèn)識論。從結(jié)構(gòu)上分為實踐課程認(rèn)識本質(zhì)論、知識論、過程論、發(fā)展動力論和認(rèn)識河流論等五個方面。力圖揭示實踐與認(rèn)識的關(guān)系在課程論中的特殊表現(xiàn),說明課程是如何在實踐與認(rèn)識的矛盾中發(fā)展前進(jìn)的,我們應(yīng)該如何把課程中的問題放在實踐的基礎(chǔ)上加以認(rèn)識和把握,集中起來就是回答如何認(rèn)識課程問題,解決求真的問題。 第四部分,實踐課程價值論。從實踐價值論角度去研究課程世界的意義,解決向善的問題,回答課程價值的本質(zhì)、特點、取向和評價等問題。 第五部分,實踐課程審美論。以審美的方式去把握課程世界,解決求美的問題,力圖從歷史與現(xiàn)實的角度尋找課程審美的堅實基礎(chǔ),通過研究學(xué)習(xí)美、教學(xué)美和校園美揭示實踐課程審美的價值和意義。 本課題在研究過程中以本人所在學(xué)校為實驗單位,力圖將課題研究與工作實踐有機(jī)地結(jié)合起來,在實踐中發(fā)現(xiàn)和提出問題,在研究中總結(jié)和提煉實踐經(jīng)驗,驗證研究假說和課程構(gòu)想,在附錄中記錄了近五年來實驗過程及效果,這個實驗涉及全校,其效益明顯,并且在同類院校中產(chǎn)生了積極的影響�？梢哉f,這篇論文一方面是用心、用腦在寫,另一方面也是用行動、用實驗在書寫。本人力圖使這點成為本研究的特色和創(chuàng)新之處。 本研究的理論意義在于: 1.力圖豐富課程的哲學(xué)基礎(chǔ)。力求突破目前將課程哲學(xué)局限于認(rèn)識論的狀況,把課程本體論、認(rèn)識論、價值論和審美論共同作為課程的哲學(xué)基礎(chǔ)。同時,力求突破傳統(tǒng)教科書哲學(xué)形態(tài),用實踐哲學(xué)作為課程的哲學(xué)基礎(chǔ),把課程哲學(xué)放在真善美統(tǒng)一的基礎(chǔ)上。 2.力求探索一種新的課程方法論即用實踐思維方式去研究課程歷史、探討課程本質(zhì)、反思課程問題。實踐思維方式力圖表明,首先,實踐課程論是關(guān)于培養(yǎng)人才的理論,它的出發(fā)點和歸宿都是為了人,是為了學(xué)生成才、教師發(fā)展,它是一種以人為本的課程觀。其次,它是真善美相統(tǒng)一的課程論,在價值取向上是求真、向善、尚美,要努力實現(xiàn)課程和諧。 盡管本課題以課程哲學(xué)為研究對象,屬于課程領(lǐng)域的形上問題,不具有對策性和實用性。但是,它仍然具有實踐意義。首先,實踐課程論所揭示的以真善美相統(tǒng)一為主要內(nèi)容的課程與哲學(xué)的關(guān)系,對于課程論來說可以起著固本強(qiáng)基的作用,這對于課程論的生長、發(fā)展具有積極的意義。其次,它有助于提高或改變?nèi)藗儗φn程論的認(rèn)識。比如課程本體論力圖表明雖然幾百年來課程論都有明確的對象,但是,由于時代的差異和思維方式的不同使得課程本質(zhì)觀的演唱成了交響樂,這對于人們在實踐中把握課程形態(tài)的多樣性,以及各種流派的斗爭具有積極的意義。課程認(rèn)識論、價值論、審美論都具有方法論的實踐意義。
[Abstract]:People are the product of education, and curriculum is the core of education. In this sense, people are the products of the curriculum. In the school environment, students and teachers are growing, mature and developed in the course. The curriculum is related to the fate of the students and teachers, the future and the happiness. To cultivate qualified people, we have to have an ideal course to solve the survival of the personnel training. In order to create a happy life for the students, we should provide them with high quality courses. To truly care for teachers, they should make them the masters of the curriculum rather than the slaves of the curriculum. It is the aim of the curriculum theory, the starting point and the end end of the study. The theory of Cheng is the theory of practical curriculum. Because people are growing up and developing in practical activities. The unity of true, good and beautiful is the ideal realm of human development. It is both the basic requirement of practical activities and the product of practical activities. The curriculum theory of people-oriented should be based on practice and the basic value orientation is true, good, good and beautiful. Practice curriculum theory.
The subject of the subject is the philosophy of curriculum and the philosophical foundation of the course. The basic spirit of the practice curriculum theory is based on practice, and the unity of the people, the truth, the good and the beautiful is the basis for the study of the Chinese curriculum and the construction of the new philosophy of the curriculum. In this subject, the philosophical foundation of the course is not in general sense. Philosophy, but Marx's philosophy. After the 1980s, Marx's philosophy has a new form of practical philosophy in China. Taking practical philosophy as the philosophical basis of the curriculum, it is the inevitable requirement of the course philosophy to keep pace with the times. The product of the combination of practical philosophy and curriculum theory is the theory of practical curriculum.
Practice curriculum has long been found in the category system of curriculum theory. People often regard it as a kind of course type and course structure. In this sense, the practical course is in nature, it is the specific problem of the course, not the theoretical basis. We regard the practice curriculum theory as the philosophy of the curriculum. The basis of learning, on the surface, seems to be only a word of "theory", but the essence of this word is that it shows the philosophical nature of the curriculum theory of practice, that it is the theory of metaphysics in the field of curriculum, which is composed of "four theories", that is, the ontology of practical curriculum, epistemology, axiology and trial. The philosophical support of the "four theories" is the value orientation of the true, the good and the beauty, and the "four theory" is carried out, and the rich content of the practice curriculum theory will be present in the eyes of the people.
From the point of view of the research, the subject begins with the characteristics of the development of the times to reflect on the philosophical foundation of the curriculum theory, finds the basis of the theory, and puts forward the theory of practical curriculum as the philosophical basis of the course, and then reveals the rich content of the curriculum and philosophy from the angle of ontology, epistemology, axiology and aestheticism, and then according to the truth, goodness and beauty. The theory of practical curriculum is the philosophical basis of the curriculum. Finally, the author's school-based practice experiment is used to verify the concept of practical curriculum theory and to reveal the application value of the theory of practical curriculum.
Turning the research ideas into research results is as follows:
The full text is divided into five parts:
The first part is the introduction. The main answer is the practical curriculum theory, the theoretical basis of the philosophy of this course, the essence of the concept of practice, and so on. The difficulty of this part is to make new rules, such as the familiar practice, the practical curriculum and so on, and give the spirit of the times and personality characteristics.
The second part, practice curriculum ontology, based on the two angles of essence and basic theory, answers the question of what course is. It tries to explain the essence of curriculum from the dimension of the unity of true, good and beauty, and lay the foundation for curriculum epistemology, axiology and aestheticism, from the methodology analysis and the philosophical basis of curriculum.
The third part, the epistemology of practical curriculum, is divided into five aspects: the essence theory, the theory of knowledge, the process theory, the dynamic theory of development and the understanding of the river theory from the structure. It tries to reveal the special expression of the relationship between practice and knowledge in the curriculum theory, and shows how the course is developing in the contradiction between reality and cognition, and we should be like How to understand and grasp the problems in the curriculum on the basis of practice is to answer how to understand the curriculum problems and solve the problem of seeking truth.
The fourth part, the practice of curriculum value theory, from the perspective of practical value theory to study the meaning of the curriculum world, to solve the problem of good, answer the essence of the curriculum value, characteristics, orientation and evaluation and other issues.
The fifth part, to practice the aesthetic theory of curriculum, to grasp the curriculum world in the aesthetic way, to solve the problem of seeking beauty, and to seek the solid foundation of the curriculum aesthetic from the perspective of history and reality, and to reveal the value and significance of the aesthetic of the practical course through the study of the beauty of learning, the beauty of teaching and the beauty of the campus.
In the course of the study, I take my school as an experimental unit, try to combine the research and practice of the subject organically, find and put forward problems in practice, summarize and extract practical experience in the study, verify the research hypothesis and curriculum conception, record the experiment process and effect in the appendix for nearly five years, this experiment The whole school has obvious benefits and has a positive influence in the same kind of colleges and universities. It can be said that this paper, on the one hand, is written with the mind, on the brain, on the other hand, and in writing with experiments. I try to make this the feature and innovation of this study.
The theoretical significance of this study lies in:
1. try to enrich the philosophical foundation of the course, strive to break through the current situation that the philosophy of curriculum is limited to epistemology, and take the curriculum ontology, epistemology, axiology and aestheticism as the philosophical foundation of the curriculum. At the same time, we try to break through the traditional textbook philosophy form and use the practical philosophy as the philosophical foundation of the course, and put the course philosophy in the true and the good. On the basis of unity of the United States.
2. try to explore a new curriculum methodology, that is, to study the history of curriculum with practical thinking mode, explore the essence of the curriculum and reflect on the problem of curriculum. The practice thinking mode tries to show that, first of all, the theory of practice curriculum is about the theory of cultivating talents, its starting point and destination are all for the sake of the students, and the development of the teachers, it is a kind of Secondly, it is a curriculum theory of unity of truth, goodness and beauty. In value orientation, it is seeking truth, being good, and being beautiful, and striving to achieve harmony in curriculum.
Although the subject takes the course philosophy as the research object and belongs to the form problem in the field of curriculum, it does not have the countermeasures and practicality. However, it still has practical significance. First, the relationship between the curriculum and the philosophy, which is revealed by the practice curriculum theory, is the main content of the unity of the true, the good and the beautiful, and it can play a solid foundation for the curriculum theory. It has a positive significance for the growth and development of curriculum theory. Secondly, it helps to improve or change people's understanding of curriculum theory. For example, although the curriculum theory of curriculum ontology has a clear object for hundreds of years, the differences in the times and different ways of thinking have made the nature of the curriculum a symphony, It has a positive significance for people to grasp the variety of the curriculum and the struggle of various schools in practice. The theory of curriculum, the theory of value and the theory of aesthetics have the practical significance of the methodology.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2008
【分類號】：G423

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

1 杜建群;;論“課程目的”的實踐取向[J];課程教育研究;2012年21期

2 姚麗亞;;優(yōu)化理論課程 加強(qiáng)實踐環(huán)節(jié)——對《現(xiàn)代編輯實務(wù)》課程教學(xué)的思考[J];現(xiàn)代營銷(學(xué)苑版);2011年10期

相關(guān)博士學(xué)位論文 前2條

1 鄭爽;我國教師教育者開展自我研究的初步探索[D];首都師范大學(xué);2011年

2 杜建群;實踐哲學(xué)視野下的綜合實踐活動課程研究[D];西南大學(xué);2012年

相關(guān)碩士學(xué)位論文 前3條

1 謝黎生;新課程標(biāo)準(zhǔn)下蘇州地區(qū)高中體育與健康地方課程和校本化課程的設(shè)計與研究[D];華東師范大學(xué);2008年

2 虞璐;基于概念圖的高職實踐課程教學(xué)模式的理論建構(gòu)[D];浙江師范大學(xué);2009年

3 沃玉峰;江蘇省部分市高中生物實驗教學(xué)改革調(diào)研與實踐[D];上海師范大學(xué);2009年

，

本文編號：2072927