本文選題：課程規(guī)劃 + 工廠意象　； 參考：《山東師范大學(xué)》2009年博士論文

【摘要】： 本文從存在論意義上審視學(xué)校課程規(guī)劃的本體問題——學(xué)校作為場域而存在,它需要一種在場的課程規(guī)劃。學(xué)校是課程活動重要場所,課程改革政策最終需要落實(shí)到學(xué)校中才能實(shí)現(xiàn)。如果沒有富有個(gè)性的、充滿生機(jī)與活力的學(xué)校,任何改革措施都將會流于形式。隨著三級課程管理制度的推進(jìn),學(xué)校層面課程規(guī)劃的重要性逐漸凸現(xiàn)出來。三級課程管理制度,使課程權(quán)力逐級下放,一方面為學(xué)校課程規(guī)劃提供了空間,另一方面也使學(xué)校成為決定課程改革能否成功的關(guān)鍵。但是,學(xué)校層面的課程規(guī)劃無論在理論上還是在實(shí)踐中都存在一定的問題。目前關(guān)于學(xué)校課程規(guī)劃的理論研究往往將超越學(xué)校情境的“課程”作為研究對象,它們表達(dá)的都是“課程應(yīng)該是什么或可能是什么”的旨趣,是一種“你應(yīng)該如何做”的研究,這對學(xué)校層面課程規(guī)劃實(shí)踐來說只是一種“空中樓閣”、“隔靴搔癢”。在對我國中小學(xué)課程內(nèi)容、課程實(shí)施和課程評價(jià)調(diào)查、分析基礎(chǔ)上,本文試圖闡釋一種具有普遍價(jià)值的方法論意義上的課程規(guī)劃路徑。 學(xué)校課程規(guī)劃是指學(xué)校依據(jù)教育方針和政策,遵循一定的教育理念,從學(xué)校的課程現(xiàn)狀、可持續(xù)發(fā)展需要以及外部環(huán)境等因素出發(fā),圍繞學(xué)校課程目標(biāo),運(yùn)行辦學(xué)自主權(quán)對學(xué)校課程內(nèi)容、課程實(shí)施和課程評價(jià)等方面做出設(shè)計(jì)和安排,最終實(shí)現(xiàn)對國家課程規(guī)劃的增值。作為場域存在的學(xué)校課程規(guī)劃是一種學(xué)校在場的課程規(guī)劃,是關(guān)于“我應(yīng)該如何做”的課程規(guī)劃。因此,作為場域存在的學(xué)校是課程規(guī)劃的主體,而不局限于機(jī)械地、簡單地執(zhí)行外來的、規(guī)定好的課程。這種課程規(guī)劃是一種進(jìn)行狀態(tài)的,而不是完成狀態(tài),它具有人文性、過程性和情境性。 學(xué)校究竟是怎樣一個(gè)地方?這個(gè)地方為何而存在?這些問題是教育改革必須面對的本源性問題。學(xué)校意象是人們關(guān)于學(xué)校是什么樣和應(yīng)該是什么樣的整體性描述。學(xué)校的工廠意象認(rèn)為學(xué)校應(yīng)該遵循生產(chǎn)投入和產(chǎn)出式模型,完全在被圈定的軌道上尋找其宗旨與使命。這種意象的學(xué)校課程規(guī)劃不僅導(dǎo)致了學(xué)校被簡約化的危險(xiǎn),而且使學(xué)校沉淪為應(yīng)試教育的戰(zhàn)場。三級課程彰顯了學(xué)校在課程管理中的主體地位,提出了學(xué)校進(jìn)行課程規(guī)劃的任務(wù),而學(xué)校的工廠意象使學(xué)校陷入了應(yīng)為與難為的實(shí)踐危機(jī)。只有作為場域存在,學(xué)校才能進(jìn)行自主的課程規(guī)劃,才能最大限度地實(shí)現(xiàn)其教育價(jià)值。 人們習(xí)慣上把學(xué)校理解為一個(gè)地理空間概念,它是作為“教師角色”和作為“學(xué)生角色”的人,按照某些外在的指令、要求和使命,拼湊到一起的地方。而從存在論意義上,學(xué)校作為場域而存在。從物理學(xué)意義上,場是物質(zhì)存在的空間,當(dāng)其他物體進(jìn)入此空間時(shí),將受到此場施予該物體的作用。從社會學(xué)意義上,場域是位置間客觀關(guān)系的一個(gè)網(wǎng)絡(luò)或一個(gè)形構(gòu),這些位置是經(jīng)過客觀限定的。在學(xué)校場域中,學(xué)校作為各種關(guān)系的形構(gòu)而存在,學(xué)校課程將作為一種“物質(zhì)”存在于其中,并作為一種力量對存在其中的教師和學(xué)生發(fā)生作用。從這個(gè)意義上,學(xué)校是擁有共同信念、共同追求、共同主題的教師和學(xué)生的生存場域。它是一個(gè)圍繞特定教育事件而組織的結(jié)構(gòu)化場域,這種場域?yàn)閷W(xué)校教育提供背景結(jié)構(gòu)。在學(xué)校場域中,教育事件絕不是一個(gè)靜止的完成形態(tài),而是處于生成過程之中,是一個(gè)充滿矛盾沖突的動態(tài)活動。學(xué)校場域隨著時(shí)間的推移而不斷地呈現(xiàn)自己,從而表現(xiàn)出開放性、生成性、關(guān)系性和整體性。學(xué)校場域是人與環(huán)境共同構(gòu)成的具有整體涌現(xiàn)性和自主規(guī)劃性的生存空間。 從實(shí)踐層面分析,學(xué)校進(jìn)行課程規(guī)劃主要受三個(gè)方面因素影響:學(xué)校課程是什么、如何解讀學(xué)校場域中的知識以及如何看待學(xué)校場域中的人的存在。學(xué)校進(jìn)行課程規(guī)劃首先要對學(xué)校課程進(jìn)行價(jià)值判斷和理解。這就涉及到了課程意識形態(tài)問題。課程意識形態(tài)是關(guān)于課程的信仰和觀念。它作為一種話語實(shí)踐來透視學(xué)校課程的存在問題。課程意識形態(tài)具有實(shí)踐精神、批判精神和超越精神。課程意識形態(tài)是課程理論與實(shí)踐的接合點(diǎn),對其進(jìn)行分析是課程理論及實(shí)踐的新方法論,對于理解學(xué)校課程實(shí)踐活動具有建設(shè)性意義,本文的理論建構(gòu)就是基于進(jìn)步主義、存在現(xiàn)象學(xué)、批判理論、后現(xiàn)代主義等課程哲學(xué)觀所形成的課程意識形態(tài)。其次是如何解讀學(xué)校場域的知識問題。在調(diào)研實(shí)踐中,我們了解到如何解讀學(xué)校場域的知識既關(guān)系到學(xué)校課程內(nèi)容的選擇,也影響著教材的編寫,更決定著教學(xué)方法的運(yùn)用。目前,在學(xué)校層面,如果改革要想取得進(jìn)一步的突破,我們必須改變簡單地從哲學(xué)角度理解學(xué)校場域知識的做法,而從教育學(xué)立場出發(fā),深化理解學(xué)校場域的知識。從知識的呈現(xiàn)形式、獲得過程和最終結(jié)果看,學(xué)校場域知識在作為客觀、普遍性公共知識存在的同時(shí),也作為一種建構(gòu)性的個(gè)人知識存在。學(xué)校教育就是通過知識的意義生成把公共知識和個(gè)人知識加以統(tǒng)整。第三,如何關(guān)懷學(xué)校場域的人的整體性生命存在。學(xué)校場域的教師和學(xué)生作為整體的人,對學(xué)校課程進(jìn)行詮釋并對學(xué)校課程進(jìn)行規(guī)劃。 根據(jù)學(xué)校課程內(nèi)容間的關(guān)系,我們可以把學(xué)校課程分為“集合型”課程與“整合型”課程。如果學(xué)校課程內(nèi)容處于封閉的關(guān)系中,即課程內(nèi)容間的界限分明,相互隔離,這類課程是一種集合型課程;如果學(xué)校課程內(nèi)容處于一種開放的關(guān)系中,即課程內(nèi)容間的界限并不分明,這類課程則為整合型課程。從三級課程以及學(xué)科課程在學(xué)校中的存在狀態(tài),目前學(xué)校課程還是一種集合型課程。集合型課程不利于學(xué)校充分發(fā)揮課程的教育意義。學(xué)校課程內(nèi)容規(guī)劃要從集合型課程走向整合型課程。整合型學(xué)校課程以提升學(xué)生在智力、情感、審美、合作、生活等方面知識和能力為價(jià)值追求,以通識教育、個(gè)性教育、探究教育、職業(yè)教育為核心內(nèi)容,最終促進(jìn)學(xué)生在認(rèn)識、判斷、行為等三級水平上的發(fā)展。整合型學(xué)校課程重視課程的詮釋性和建構(gòu)性,體現(xiàn)了終身教育思想,關(guān)注學(xué)生作為整體人的發(fā)展。 在學(xué)校場域中,課程實(shí)施實(shí)際上是一個(gè)教育事件發(fā)生的過程,課程實(shí)施活動本身就是教師和學(xué)生的存在方式,構(gòu)成了他們的生活世界,這是從本體論意義上來理解學(xué)校課程實(shí)施。學(xué)校課程實(shí)施要由訓(xùn)練型走向情境型。訓(xùn)練型課程實(shí)施強(qiáng)調(diào)學(xué)校課程對學(xué)生的刺激-反應(yīng)效果,具有行為主義傾向,容易導(dǎo)致機(jī)械式學(xué)習(xí)方式,造成課程實(shí)施缺乏本真的教育性。情境型課程實(shí)施強(qiáng)調(diào)構(gòu)建真實(shí)的關(guān)注個(gè)體的實(shí)習(xí)場域,在這個(gè)實(shí)習(xí)場域中,學(xué)生個(gè)體遇到的問題和進(jìn)行的實(shí)踐與今后校外所遇到的具有一致性傾向。同時(shí),情境型課程實(shí)施不僅關(guān)注課程的情境性,而且還關(guān)注如何創(chuàng)建關(guān)注群體的的實(shí)踐共同體,在這里,教師和學(xué)生是作為共同體成員的身份參與到課程實(shí)施中。營造情境型課程實(shí)施可以分為三種模式:問題中心模式、主題中心模式和項(xiàng)目中心模式。 在通常意義上,課程評價(jià)包括對學(xué)校的評價(jià)、對教師的評價(jià)和對學(xué)生的評價(jià)。本文主要研究對學(xué)生的課程評價(jià)。在課程改革背景下,學(xué)校必須完善對學(xué)生的課程評價(jià)體系,不能僅局限于評價(jià)學(xué)生對知識的掌握情況,還要關(guān)注學(xué)生的學(xué)習(xí)過程與方法以及其情感、態(tài)度和價(jià)值觀等方面的發(fā)展。而當(dāng)前學(xué)生評價(jià)主要是一種選拔性評價(jià),過于注重結(jié)果,過度依賴“標(biāo)準(zhǔn)化”測試,使評價(jià)陷入“客觀性”的陷阱。本文提出的整體性履歷評價(jià)是從存在論意義上理解學(xué)校課程評價(jià)問題。這種評價(jià)形式是對學(xué)生生命性、整體性和發(fā)展過程性的關(guān)照,這種評價(jià)形式將課程評價(jià)作為學(xué)生教育過程本身——是教育活動的內(nèi)在成分,而不僅僅將其停留于一種教育輔助手段層面。整體性是指將學(xué)生作為整體的人來看待,履歷是指課程評價(jià)的終極意旨在于發(fā)展學(xué)生在課程中的存在經(jīng)驗(yàn),達(dá)到學(xué)生個(gè)體的自由和解放。
[Abstract]:This article examines the noumenon problem of school curriculum planning in the sense of Existentialism - the school exists as a field, it needs a kind of present curriculum plan. The school is an important place for the course activities. The curriculum reform policy needs to be implemented in the school. If there is no individual, full of vitality and vitality, any school, The reform measures will be in the form. With the promotion of the three level curriculum management system, the importance of curriculum planning at the school level has been gradually highlighted. The three level curriculum management system makes the curriculum power step down. On the one hand, it provides space for the school curriculum planning, on the other hand, it also makes the school a key to the success of the curriculum reform. However, there are some problems in the curriculum planning at the school level, both in theory and in practice. At present, the theoretical research on school curriculum planning often goes beyond the "Curriculum" of the school situation as the object of study. They all express the purport of "what should the course be or what may be", and it is "you should" The research on how to do it is only a kind of "castle in the air" and "scratch out of boots" on the school level curriculum planning practice. On the basis of the investigation and analysis of curriculum content, curriculum implementation and curriculum evaluation in our country, this paper tries to explain the path of curriculum planning in the methodological meaning of universal value.
School curriculum planning refers to the design and arrangement of school curriculum content, curriculum implementation and curriculum evaluation on the basis of educational principles and policies, following certain educational ideas, the status of curriculum, the needs of sustainable development and the external environment. To realize the appreciation of the national curriculum planning. As a field, the school curriculum planning is a curriculum planning of the school, which is about "how should I do it". Therefore, as a field, the school is the subject of curriculum planning, not limited to mechanical, simple implementation of foreign, well prescribed courses. Process planning is a state, rather than a completion state. It has humanity, process and context.
What is a place where the school is? Why does this place exist? These are the sources of education reform. The image of the school is a holistic description of what the school is and what it should be. The school image of the factory believes that the school should follow the production input and output model, completely delineated. The school curriculum planning of this image not only leads to the risk of the school being simplified, but also makes the school sink into the battlefield of the exam oriented education. The three level curriculum highlights the main position of the school in the course management, puts forward the task of the school curriculum planning, and the image of the school factory makes the school sink. We should enter into the crisis of practice which should be difficult and difficult. Only when the field exists, can schools carry out independent curriculum planning so as to maximize their educational value.
People are used to understand school as a concept of geographical space. It is a place where, as a "teacher role" and a "student role", in accordance with some external instructions, requirements and missions, together, the school exists as a field. In the sense of physics, the field is the space of material existence. In a sociological sense, the field is a network or a form of the objective relationship between positions. These positions are objectively defined. In the school field, the school exists as a form of various relationships, and the school curriculum will be a "material". In this sense, the school is a field of teachers and students who have common beliefs, common pursuit and common themes. It is a structured field organized around specific educational events. This field provides a background structure for school education. In the school field, the educational event is not a static form, but in the process of generation, it is a dynamic activity full of contradictions and conflicts. The school field presents itself continuously with the passage of time, thus showing openness, generative, relationship and integrity. The school field is composed of people and the environment. The overall emergence and autonomous planning of survival space.
From the practical level, the school curriculum planning is mainly influenced by three factors: what is the school curriculum, how to interpret the knowledge in the school field and how to look at the existence of the people in the school field. Course ideology is the belief and concept of curriculum. As a kind of discourse practice, it examines the problem of the existence of school curriculum. Curriculum ideology has practical spirit, critical spirit and transcendent spirit. Curriculum ideology is the joint of curriculum theory and practice, and the analysis of it is a new method of curriculum theory and practice. In view of the constructive significance of understanding the practical activities of the school curriculum, the theoretical construction of this article is based on the ideology of curriculum philosophy based on the philosophy of progressivism, the existence of phenomenology, the critical theory and the postmodernism. Secondly, how to interpret the knowledge of the school field. In the investigation and practice, we know how to interpret the learning. The knowledge of the school field is not only related to the selection of the content of the school curriculum, but also affects the compilation of the teaching materials. It is more decisive for the use of teaching methods. At present, at the school level, if we want to make a further breakthrough at the school level, we must change the practice of understanding the field knowledge from the philosophical point of view, and deepen the theory from the standpoint of pedagogy. Understanding the knowledge of the school field. From the form of knowledge, the process and the final result, the school field knowledge exists as an objective, universal public knowledge as well as a constructive personal knowledge. School education is the integration of public knowledge and personal knowledge through the meaning of knowledge. Third Caring for the whole life of the people in the school field. Teachers and students in the school field, as a whole, interpret the school curriculum and plan the school curriculum.
According to the relationship between school curricula, we can divide the school curriculum into "aggregate" and "integrated" courses. If the content of the school curriculum is in a closed relationship, that is, the boundaries of the course content are clear and separate each other. This class is a kind of collective course; if the school curriculum is in an open course, the course content is in an open course. In the Department, the boundaries between the course content are not clear, and these courses are integrated courses. From the three level and the subject course in the school, the current school curriculum is also a kind of collective course. The set curriculum is not conducive to the full use of the educational meaning of the curriculum. Integrated curriculum. Integrated school curriculum to improve the knowledge and ability of students in intelligence, emotion, aesthetic, cooperation, life and other aspects of the pursuit of value, with general education, personality education, inquiry education, vocational education as the core content, and ultimately promote the development of students in understanding, judgment, behavior and other three levels of development. The annotation and constructivism of curriculum reflect the idea of lifelong education and pay attention to the development of students as a whole.
In the school field, the implementation of the curriculum is actually a process of the occurrence of educational events. The implementation of the curriculum itself is the way of the existence of teachers and students, which constitutes their life world. This is to understand the implementation of the school curriculum in the sense of ontology. The implementation of the school curriculum should be from the training to the situational. The training course is implemented strongly. The response effect of the school curriculum to the students, with the behavioral tendency, easily leads to the mechanical way of learning, and causes the lack of true education in the implementation of the curriculum. The implementation of the situational curriculum emphasizes the construction of the actual field of practice concerned with the individual. In this field, the problems encountered by the students and the practice and future of the students are in practice and in the future. At the same time, the implementation of the situational curriculum is not only concerned with the situation of the curriculum, but also on how to create a community of practice concerned with the community. In this case, teachers and students are involved in the implementation of the curriculum as members of the community. The implementation of the situation based curriculum can be divided into three modes: Topic center mode, theme center mode and project center mode.
In the general sense, curriculum evaluation includes evaluation of schools, evaluation of teachers and evaluation of students. This article mainly studies the evaluation of students' curriculum. Under the background of curriculum reform, the school must improve the evaluation system of students' curriculum, not only to evaluate the students' knowledge of knowledge, but also pay attention to the students' learning. The development of course and method and its feelings, attitudes and values. The current student evaluation is mainly a selection evaluation, too much emphasis on results, excessive reliance on "standardization" test, and the evaluation of the "objectivity" trap. The overall performance evaluation of this paper is to understand the school curriculum evaluation in the sense of existentialism. This form of evaluation is a reflection of the life, integrity and process of development of the students. This form of evaluation takes the evaluation of the curriculum as the process of the education of the student itself - the intrinsic component of the educational activities, but not only in the level of an educational aid. The ultimate intention of curriculum evaluation is to develop students' experience in curriculum and achieve the freedom and emancipation of students.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2009
【分類號】：G423

【引證文獻(xiàn)】

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