本文關(guān)鍵詞：意境化課程研究　出處：《西南大學(xué)》2009年博士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 意境 課程研究 教材設(shè)計 教學(xué)策略 評價

【摘要】： 隨著不同課程范式的崛起與轉(zhuǎn)移,課程探究也從一元態(tài)勢轉(zhuǎn)變?yōu)槎嘣骄啃问�。在�?dāng)代課程研究領(lǐng)域,從不同視域?qū)徱曊n程,用多元性話語理解課程,以各種理論建構(gòu)課程,已成為課程研究的趨勢。同時,在課程理論研究領(lǐng)域出現(xiàn)的國內(nèi)“西化”與國外“發(fā)現(xiàn)東方”的趨勢以及我國當(dāng)前課程改革實踐的反思都要求我們立足中國課程與教學(xué)研究領(lǐng)域的現(xiàn)實問題,對本土文化進行重新思考,既揚棄中國古代課程與教學(xué)話語,又與世界其他文化體系中的課程與教學(xué)話語展開真正意義上的對話。在這種背景下,研究者從中國文化中意境思想的視野開展課程研究成為可能。 本論文開篇簡要介紹了本研究的問題由來、研究概況、研究意義、研究思路與研究方法。第一部分梳理了意境思想,討論了意境思想對課程研究的啟示,界定了意境化課程的內(nèi)涵并分析了意境化課程的意義。意境作為中國古代文論獨創(chuàng)的一個概念,是我國傳統(tǒng)文化和美學(xué)長期孕育、共同鑄造的一個美學(xué)范疇,它以情景交融的表現(xiàn)特征,虛實相生的結(jié)構(gòu)特征,韻味無窮的審美特征和呈現(xiàn)生命律動的本質(zhì)特征,成為藝術(shù)至境追求。本文以“意境化課程”來指稱“以意境為隱喻的課程設(shè)計活動,即在課程價值上倡導(dǎo)以關(guān)注人的生命存在為最終旨歸;課程設(shè)計中強調(diào)借鑒藝術(shù)創(chuàng)作規(guī)律,運用“虛實相生”、“立象盡意”等藝術(shù)創(chuàng)作手法;教材設(shè)計和課程實施中提倡布白與創(chuàng)設(shè)情境,倡導(dǎo)教師,教材和學(xué)生的體悟和視域融合;課程評價中推崇導(dǎo)向美學(xué)精神的理念”。需要說明的是,意境化課程并不拘泥于特定的外在形態(tài),學(xué)科課程和活動課程都可以體現(xiàn)出意境化的特征。意境化課程使教材的功能得到拓展;為師生提供了創(chuàng)造生成的空間;能發(fā)揮學(xué)生的主體性和張揚兒童的個性。 論文第二部分分別從教育學(xué)、文化學(xué)、心理學(xué)以及生命美學(xué)的角度分析了意境化課程的思想淵源。意境化課程誕生的一個重要基礎(chǔ)是課程研究的后現(xiàn)代轉(zhuǎn)化。審美取向的后現(xiàn)代課程觀從課程與藝術(shù)作品之間有諸多相似之處出發(fā),采納美學(xué)觀點批判現(xiàn)代工具理性對審美經(jīng)驗的壓縮,強調(diào)整合的、全人的、創(chuàng)造的課程經(jīng)驗,并把課程當(dāng)作“美學(xué)文本”來理解。就藝術(shù)作品而言,意境是其最高追求,探討如何使課程這一“藝術(shù)作品”具有“意境”是后現(xiàn)代課程研究的自然訴求,也是催生意境化課程的一個重要因素。從文化學(xué)的角度來說,意境是中國獨特的文化產(chǎn)物,是心物、主客、內(nèi)涵和形式的完美統(tǒng)一。先民天人合一的宇宙意識與生命情懷奠定了最深刻的文化底蘊�！疤烊撕弦弧彼枷胧侵袊鴮μ炫c人,對客觀世界與主觀世界相互關(guān)系的認識結(jié)晶。人的實踐活動原則及價值目標(biāo)是重整體和合的“天人合一”。課程作為人類的一項重要的實踐活動也應(yīng)遵循“天人合一”的思想。“天人合一”思想中的宇宙論、價值論和認識論內(nèi)涵為意境化課程提供了豐富的文化滋養(yǎng)。為了消除因“二元對立”思維方式造成的課程與學(xué)生、教師與學(xué)生、科學(xué)和人文分離的教育異化現(xiàn)象,意境化課程提倡用一種“整體有機”的觀點來審視課程,關(guān)注學(xué)生的個體生命,強調(diào)使課程真正成為學(xué)生內(nèi)在的靈性之旅。從心理學(xué)的角度來說,無論意境的創(chuàng)造、表達和感知都離不開作者與欣賞者的心理活動,尤其是直覺體悟與完形壓強。因此,課堂教學(xué)要充分發(fā)揮學(xué)生的直覺思維,給學(xué)生以體悟曼妙生命的機會。同時,課程的設(shè)計應(yīng)借鑒藝術(shù)作品的虛實相生等創(chuàng)作規(guī)律,使課程對人產(chǎn)生“召喚”作用。意境是一個美學(xué)范疇。美必須根據(jù)心靈的能動性來定義,根據(jù)知覺活動的功能并以這種功能的一種獨特傾向來定義,而“心靈的能動性”、“知覺化的方式和過程”就是人的生命。課程作為一種進入教育領(lǐng)域中的特殊文化,也就是一種特殊的“人的生命存在及其優(yōu)化活動”,從生命美學(xué)的視角來看,也就是人的一種生命活力得以激發(fā)和實現(xiàn),產(chǎn)生特殊愉悅之情的過程,是擁有“美”的本性的。因此,理想的課程應(yīng)是能喚起人的美感的課程。這種美感必然是與生命尤其是精神生命相聯(lián)系的。因此,課程應(yīng)以關(guān)注人的生命尤其是精神生命為目標(biāo)。 論文第三部分從五個方面論述了意境化課程的基本理念,指出意境化課程以促進學(xué)生的精神生命自由成長為課程價值觀;倡導(dǎo)動態(tài)生成的個體性和境域性課程知識觀;秉持教材是對話的文本的理念;在課程實施中踐行對話與體悟的教學(xué);在課程評價中強調(diào)導(dǎo)向美學(xué)精神的理解與鑒賞。 論文第四部分討論了意境化課程的教材設(shè)計策略。借鑒藝術(shù)作品的創(chuàng)作手法——“計白當(dāng)黑”和“外師造化”,教材設(shè)計不論是版面設(shè)計還是內(nèi)容選擇上都應(yīng)適度“布白”;教材內(nèi)容面向?qū)W生的生活。 第五部分重點闡述了意境化課程的課堂教學(xué)策略。受藝術(shù)作品的創(chuàng)作手法——虛實相生、立象盡意和情景交融的啟發(fā),意境化課程倡導(dǎo)課堂教學(xué)中的布白、情境教學(xué)以及以情優(yōu)教等策略。 第六部分討論了課程評價的問題,指出意境化課程的評價以主體性、多元性、過程性以及人文化為特征,并且舉例說明了意境化課程評價的維度與具體的操作步驟。 最后一部分總結(jié)了意境化課程的精髓與目前研究中存在的問題和未來研究的方向。 盡管本研究還存在一些不足,但以意境為隱喻的課程研究為我們的課程研究提供了一個新的視界,有助于課程理論的豐富與完善,是課程研究本土化建設(shè)的一個嘗試。
[Abstract]:With the rise and transfer of different curriculum paradigm, curriculum inquiry from one element into diverse forms. Research situation in the field of contemporary curriculum research, curriculum review from different perspectives, with the diversity of understanding curriculum discourse, curriculum construction in theory, has become the trend of curriculum research. At the same time, appear in the research field of curriculum theory the domestic and foreign "Westernization" and "discovery of the Orient" trend and Reflection on China's current curriculum reform demand based on our practical problems China curriculum and teaching research, to rethink the local culture, both ancient Chinese sublation of curriculum and teaching and discourse, and the rest of the world in the cultural system of curriculum and teaching discourse the true meaning of the dialogue. In this context, researchers from the China cultural ideas in the artistic field to carry out curriculum research possible.
This paper briefly introduces the origin of this research problem, research status, research significance, research ideas and research methods. The first part discusses the artistic conception, artistic conception inspiration on the curriculum research, defines the connotation of the artistic conception of curriculum and analyzes the artistic conception of the meaning of the course. A concept of ancient artistic conception as Chinese the original, is China's traditional culture and aesthetics of the long-term development, an aesthetic category common casting, which features scenes, structural characteristics of the virtual and real world, infinite charm and aesthetic characteristics of present rhythm of life essence, is the pursuit of artists. This "artistic curriculum" to refer to "in the mood for the curriculum design activities of metaphor, namely in the course of value advocated to concern the existence of human life as the ultimate aim; curriculum design emphasizes the reference art law, using" virtual The real "students", image and other artistic techniques; teaching design and curriculum advocated in the white cloth and the creation of context, teachers, teaching materials and students' understanding and fusion of horizon; highly oriented aesthetic spirit in curriculum evaluation concept. That is, the artistic course does not rigidly adhere to the external the specific form of the subject curriculum and activity curriculum can reflect the characteristics of artistic conception. The course textbook functions to be expanded; provides space of creation for teachers and students; can play the subjectivity of students and develop the child's personality.
The second part respectively from education, culture, psychology and life aesthetics point of view of the ideological origins of artistic courses. An important basis for the birth of the artistic conception of curriculum is the curriculum of the modern transformation. The aesthetic orientation of the postmodern curriculum based on the similarities between the curriculum and the adoption of works of art, aesthetics critique of instrumental rationality of modern compression of aesthetic experience, emphasizes the integration of the whole people, the creation course, experience, and the curriculum should be understood as the aesthetic text. Art, artistic conception is the highest pursuit, to explore how to make curriculum this "art" with "artistic conception" is the postmodern curriculum study on the natural appeal, an important factor in the artistic curriculum is spawned. From the cultural perspective, the artistic conception is Chinese unique cultural product, is the core, subject and object, content and form The perfect unity of heaven and ancestors. A cosmic consciousness of life feelings laid the most profound cultural heritage. "Harmony" is the Chinese of heaven and man, understanding on the crystallization of relationship between the objective world and the subjective world. Practice principle and value of the target is whole and the harmony between man and nature a "course. As an important practice of human activity should follow the idea of" heaven ". The idea of" heaven "in cosmology, epistemology and value connotation provides a rich cultural nourishment for the artistic course. In order to eliminate the cause for curriculum and students'" two yuan opposition "thinking the teachers and students, the alienation of science and humanities education separated, artistic curriculum advocates with a" organic whole "view of curriculum, pay attention to students' individual life, stressed that the curriculum become students The inner spiritual journey. From the point of view of psychology, both the creation of artistic conception, expression and perception cannot do without the author and appreciate the psychological activity, especially intuitive understanding and Gestalt. Therefore, classroom teaching should give full play to the student's intuition thinking, to the students to experience the graceful life opportunity. At the same time, the actual and such creation rules should draw lessons from the works of art curriculum design, the courses have a "call" to people. The artistic conception is an aesthetic category. Beauty must be based on the initiative of mind to define a unique tendency according to the perceptual function of activity and in this function to define, and the "spirit of initiative", "perception of the way and process" is people's life. As a kind of special culture courses in the field of education, is also a kind of special "the existence of human life and its activities, from the life aesthetics A dynamic perspective, life is human to stimulate and realize special pleasure in the process, is the "beauty" of nature. Therefore, the ideal curriculum should be able to arouse people's aesthetic course. This is inevitable and beauty of life in particular contact. Therefore, the curriculum should be concerned about human life in particular.
The third part discusses the basic concept of artistic courses from five aspects, points out the artistic curriculum to promote students' growth of the spiritual life is the curriculum values; advocate the dynamic generation of individual and contextual view of curriculum knowledge; uphold the textbook is dialogue text concept; teaching practice in the course of dialogue and understanding in the implementation of curriculum evaluation; emphasizes understanding and aesthetic appreciation.
The fourth part discusses the teaching design strategies of artistic creation -- curriculum. "Black" and "nature outside" when the white reference works of art techniques, materials design both the layout design or content selection should be appropriate "white cloth"; teaching contents for students of life.
The fifth part focuses on the classroom teaching strategies of artistic creation course. By the works of Art -- the false and true, meaning and symbol inspired scenes, the artistic conception of curriculum in the classroom teaching of white cloth, situational teaching and emotion strategies.
The sixth part discusses the problem of curriculum evaluation. It points out that the evaluation of mood based curriculum is characterized by subjectivity, diversity, process and human culture, and illustrates the dimensions and specific operation steps of the evaluation of artistic conception.
The last part summarizes the essence of the course of artistic conception and the existing problems in the present study and the direction of future research.
Although there are still some shortcomings in this research, the curriculum research with metaphor as metaphor provides a new perspective for our curriculum research, and helps to enrich and perfect the curriculum theory. It is an attempt of localization of curriculum research.

【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】：2009
【分類號】：G423

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本文編號：1438276