本文選題：社會(huì)想象 + 全球共同利益　； 參考：《教育發(fā)展研究》2017年12期

【摘要】：以人工智能和大數(shù)據(jù)為代表的高科技正在快速改變著人類生活的樣貌,在此背景下出現(xiàn)了各種關(guān)于未來(lái)的社會(huì)想象。本文剖析了以《未來(lái)簡(jiǎn)史》為代表的極端精英主義的社會(huì)想象,以及聯(lián)合國(guó)教科文組織所提出的全球共同利益的社會(huì)想象。文章提出為了避免極端精英主義社會(huì)想象造成的割裂和異化,在課程領(lǐng)域,可以從課程政策和管理、學(xué)校課程創(chuàng)生、教師和課程研究者等各個(gè)層面出發(fā),以課程創(chuàng)生來(lái)弱化甚至取代功利主義泛應(yīng)試教育工具化課程,從而助力于實(shí)現(xiàn)全球共同利益的社會(huì)想象。
[Abstract]:High technology, represented by artificial intelligence and big data, is rapidly changing the appearance of human life. Under this background, various kinds of social imagination about the future have emerged. This paper analyzes the social imagination of extreme elitist represented by "A brief History of the Future" and the social imagination of the global common interest put forward by the United Nations Educational, Scientific and Cultural Organization (UNESCO). In order to avoid the disintegration and alienation caused by the extreme elitist social imagination, this paper suggests that in the field of curriculum, we can proceed from the aspects of curriculum policy and management, school curriculum creation, teachers and curriculum researchers, etc. Curriculum creation can weaken or even replace utilitarian pan-examination-oriented education tool curriculum, thus helping to realize the social imagination of global common interests.
【作者單位】： 浙江大學(xué)教育學(xué)院課程與學(xué)習(xí)科學(xué)系;
【基金】：教育部人文社會(huì)科學(xué)規(guī)劃項(xiàng)目“后現(xiàn)代文化視野下的課程研究”(13YJA880103)的部分成果
【分類號(hào)】：G423
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本文編號(hào)：1932413