本文選題：“新課改理念” + 后現(xiàn)代主義��； 參考：《西南大學(xué)》2007年碩士論文

【摘要】： 我國新一輪基礎(chǔ)教育課程改革的目標(biāo)之一，就是要解決在科學(xué)主義課程與教學(xué)理論指導(dǎo)下，學(xué)校教育教學(xué)所存在的一些弊端。近年來，不少學(xué)者針對我國科學(xué)主義課程觀及其危機(jī)問題進(jìn)行了反思與評價(jià)，其彰顯的反科學(xué)主義、反本質(zhì)主義、反理性主義的教育觀，無不打上了后現(xiàn)代主義哲學(xué)和教育思潮的烙印。應(yīng)該說，由后現(xiàn)代主義教育思潮尤其是后現(xiàn)代課程理論所構(gòu)建的“新課改理念”，對于解決傳統(tǒng)教育教學(xué)中存在的問題，有一定積極意義。諸如，強(qiáng)調(diào)在課程目標(biāo)上要注意學(xué)生的存在，注意培養(yǎng)學(xué)生的批判性、創(chuàng)造性；在課程內(nèi)容上要注意多維的知識價(jià)值觀；在教學(xué)過程中要注意多樣的學(xué)習(xí)方式相結(jié)合：在課程評價(jià)上強(qiáng)調(diào)生成性評價(jià)的重要性等等。 然而，由于后現(xiàn)代主義教育思潮本身所具有的局限性(主觀性、相對性、絕對的否定觀)，以及張揚(yáng)“現(xiàn)代性”的科學(xué)教育理論在我國并沒有失去其存在的土壤，現(xiàn)代性張揚(yáng)的理性、科學(xué)和主體精神還遠(yuǎn)沒有在我國社會生活中扎下根來，仍然是處于一種“無根”的飄浮狀態(tài)。而后現(xiàn)代主義批判現(xiàn)代性張揚(yáng)的“理性”、“科學(xué)”，卻批判地過了頭，走到了反科學(xué)的立場上。所以，結(jié)合我國國情以及我國教育改革的實(shí)際，由后現(xiàn)代課程理論所構(gòu)筑的“新課改理念”，在具體指導(dǎo)新課改實(shí)踐過程中，遭遇到實(shí)踐的阻抗也就在所難免。并且也由此引發(fā)了一系列新的教學(xué)問題。諸如，在課程目標(biāo)上，降低了知識目標(biāo)的基礎(chǔ)性，致使學(xué)生情感、態(tài)度、價(jià)值觀的培養(yǎng)成了“無源之水”，“無本之木”；在課程內(nèi)容上，忽視知識的相對確定性和客觀性，將教材降位；貶低教師主導(dǎo)，，將教師的作用降位；過分強(qiáng)調(diào)探究性學(xué)習(xí)，拒斥有意義的言語接受學(xué)習(xí)，甚至將接受學(xué)習(xí)等同于機(jī)械學(xué)習(xí)、被動學(xué)習(xí)；過分強(qiáng)調(diào)課程的生成性評價(jià)，而輕視考試的作用等等。理論的模糊，只會導(dǎo)致實(shí)踐的不知所措，以此為指導(dǎo)，在新課改實(shí)踐中涌起一股“輕視知識”的思潮，也就不可避免。以馬克思主義教育思想為指導(dǎo)，超越后現(xiàn)代主義知識觀、課程觀與教學(xué)觀，堅(jiān)持以“教學(xué)認(rèn)識論”為新課程改革的理論基礎(chǔ)，對以后現(xiàn)代主義為代表的“當(dāng)代西方新理論”去粗取精、去偽存真，對“新課改理念”不斷地進(jìn)行“歸正”，才能保證新課程改革的順利進(jìn)行。
[Abstract]:One of the goals of the new round of basic education curriculum reform in our country is to solve some disadvantages of school education and teaching under the guidance of scientism curriculum and teaching theory.In recent years, many scholars have reflected on and evaluated the curriculum view of scientism and its crisis in our country, which reveals anti-scientism, anti-essentialism and anti-rationalism education.All of them are imprinted with the postmodernism philosophy and the trend of educational thought.It should be said that the idea of "new curriculum reform", which is constructed by the trend of thought of post-modernism education, especially the theory of post-modern curriculum, has certain positive significance for solving the problems existing in traditional education and teaching.For example, emphasis should be placed on the existence of students, the cultivation of students' criticism and creativity, and the attention to multidimensional knowledge and values in the content of the curriculum.In the process of teaching, we should pay attention to the combination of various learning styles: emphasizing the importance of generative evaluation in curriculum evaluation.However, due to the limitations of postmodernism educational thought (subjectivity, relativity, absolute negation, and the spread of "modernity" theory of scientific education) in our country, it has not lost its soil of existence.The reason, science and subject spirit of modernity are far from taking root in our country's social life, and still in a rootless state.But the post-modernism criticizes the "rationality" and "science" of modernity, but critically goes too far and goes to the position of anti-science.Therefore, according to the situation of our country and the reality of educational reform in our country, the "new curriculum reform idea" constructed by the post-modern curriculum theory is inevitable in the process of guiding the practice of the new curriculum reform.And it also leads to a series of new teaching problems.For example, in curriculum objectives, the foundation of knowledge goals is reduced, resulting in the cultivation of students' emotions, attitudes and values as "water without a source" and "wood without foundation"; in the content of the curriculum, the relative certainty and objectivity of knowledge are ignored.Lower the teaching material; degrade the teacher's leading position and lower the teacher's function; emphasize the inquiry learning excessively, reject the meaningful speech acceptance study, even equate the accepted learning with mechanical learning, passive learning;Overemphasize the generative evaluation of the curriculum, but despise the role of the examination and so on.The vagueness of theory will only lead to the confusion of practice. Under the guidance of this, a trend of "belittling knowledge" will emerge in the practice of new curriculum reform, which is inevitable.Guided by Marxist educational thought, transcending the knowledge view of postmodernism, curriculum view and teaching view, the theory of "teaching epistemology" is the theoretical basis of the new curriculum reform.In order to ensure the smooth progress of the new curriculum reform, the "modern western new theory" represented by postmodernism can be refined, distinguish the false things, retain the real things, and continue to "correct" the "new curriculum reform idea" in order to ensure the smooth progress of the new curriculum reform.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2007
【分類號】：G423

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前7條

1 鄒凌;素質(zhì)教育的理論基礎(chǔ)辨析[D];西南大學(xué);2011年

2 呂曉瑞;教育研究中的人文主義方法論述評[D];西南大學(xué);2011年

3 王關(guān)群;學(xué)校課堂場域中師生話語權(quán)的異化與消解[D];西南大學(xué);2011年

4 解廣夫;中小學(xué)實(shí)施教勞結(jié)合的途徑研究[D];西南大學(xué);2008年

5 張曉燕;我國“新課程理念”的人本主義傾向評析[D];西南大學(xué);2010年

6 吉翠余;新課改背景下發(fā)展性課堂教學(xué)評價(jià)研究[D];陜西師范大學(xué);2010年

7 李婷;后現(xiàn)代主義視角下的普通高校音樂學(xué)（教師教育）專業(yè)教學(xué)評價(jià)研究[D];長春師范學(xué)院;2012年

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