【摘要】：現(xiàn)代課程理論內(nèi)隱于科學(xué)技術(shù)理性的支配,承載著對"目標(biāo)導(dǎo)向、過程控制、技術(shù)化實(shí)現(xiàn)"的效能理解,體現(xiàn)了技術(shù)主義的效能觀念。這種刻有深刻技術(shù)主義烙印的效能觀念,以及基于這一觀念的課程體系,在推動教育取得巨大"成功"的同時(shí),也塑造了學(xué)校的"生產(chǎn)性"品質(zhì)、教師的"工具性"存在和學(xué)生的"技術(shù)性產(chǎn)品"形象,產(chǎn)生了深遠(yuǎn)的負(fù)面影響。課程效能觀必須由單向的功利性向復(fù)雜性轉(zhuǎn)變,以促進(jìn)和實(shí)現(xiàn)學(xué)生自由、全面、充分發(fā)展的理想和理念。課程效能觀的復(fù)雜性轉(zhuǎn)向應(yīng)是對課程的完整理解,對課程目標(biāo)進(jìn)行豐富性展開,拓展教師效能的生成空間。
[Abstract]:The modern curriculum theory is implicit in the control of scientific and technological rationality, carrying the efficiency understanding of "goal-oriented, process control, technical realization", which embodies the effectiveness concept of technicalism. This concept of efficacy, imprinted with profound technicalism, and the curriculum system based on this concept, not only promote the great "success" of education, but also shape the "productive" quality of schools. The existence of teachers' instrumentality and the image of students' technical products have had a far-reaching negative impact. The concept of curriculum effectiveness must be transformed from one-way utilitarianism to complexity in order to promote and realize the ideal and idea of students' free, all-round and full development. The complexity turn of curriculum efficiency view should be to fully understand the curriculum, carry on the rich development to the curriculum goal, and expand the generating space of teachers' effectiveness.
【作者單位】： 四川文理學(xué)院教務(wù)處;四川文理學(xué)院教師教育學(xué)院;
【基金】：“四川省人文社會科學(xué)重點(diǎn)研究基地——西華師范大學(xué)四川省教育發(fā)展研究中心資助/立項(xiàng)項(xiàng)目”(CJF13027) “四川省哲學(xué)社會科學(xué)重點(diǎn)研究基地、四川省高校人文社會科學(xué)重點(diǎn)研究基地——宜賓學(xué)院新建本科院校改革與發(fā)展研究中心”立項(xiàng)資助項(xiàng)目(XJYX2013C07) 四川省教師教育研究中心資助項(xiàng)目(TER2014-026)
【分類號】：G423

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