本文選題：實(shí)體 + 過程��； 參考：《西南大學(xué)》2011年博士論文

【摘要】：秉承實(shí)體性思維的實(shí)體課程觀因自身存在著諸多難以克服或化解的內(nèi)在困難、矛盾與沖突而面臨著嚴(yán)峻的合理性確證和合法化危機(jī)。因此,我們需要尋求新的哲學(xué)運(yùn)思進(jìn)路、理論基礎(chǔ)、思維范型、話語體系和課程愿景。作為對(duì)實(shí)體課程觀的批判、解構(gòu)、揚(yáng)棄與超越,奠基于具有建設(shè)性意義的后現(xiàn)代過程哲學(xué)思想的過程課程觀應(yīng)運(yùn)而生。在本文中,筆者將課程定性定位為一種具有整體性、有機(jī)性、關(guān)聯(lián)性、生成性、轉(zhuǎn)變性、反思性、協(xié)商性、超越性的“過程”來進(jìn)行體認(rèn)、解讀與詮釋,以期對(duì)拓展和增進(jìn)“課程質(zhì)的豐富性”及推動(dòng)與促使我國基礎(chǔ)教育課程范式轉(zhuǎn)型有所裨益。 過程課程觀的肇始孕育于實(shí)體課程觀的“現(xiàn)代性”流弊、癥結(jié)與困頓之中。實(shí)體課程觀以其“技術(shù)理性”的控制化價(jià)值立場、“程序主義”的探究邏輯以及注重績效和實(shí)用的運(yùn)作機(jī)制,使其蘊(yùn)涵的教育學(xué)價(jià)值與意義遭遇消散、放逐與喪失,從而陷入了沉重的合法化危機(jī)。 過程課程觀是將課程定性定位為一種“過程”的課程觀念和理論系統(tǒng)。其中,過程是課程的根本樣態(tài)、存在方式和生成方式,是課程內(nèi)在的、必然的、質(zhì)的規(guī)定性,具有本體論上的地位、價(jià)值與意義�！皠�(chuàng)造性和諧”是過程課程觀的價(jià)值取向。 過程課程觀絕非是虛幻的構(gòu)造或空穴來風(fēng),而是有著牢固的理論基礎(chǔ)和綿延的思想譜系。其中,懷特海過程哲學(xué)為其提供了哲學(xué)基礎(chǔ),現(xiàn)代自然科學(xué)的最新成果為其提供了科學(xué)依據(jù),課程范式的“視域融合”為其提供了教育學(xué)支撐。另外,自近代以降,盧梭浪漫自然主義課程范式展開了對(duì)過程課程觀的初步探索。途經(jīng)杜威的努力與開拓,過程課程觀得以雛形呈現(xiàn)。在后現(xiàn)代課程理論視域中,多爾、派納等人的后現(xiàn)代主義課程思想在整體性意義上完成了對(duì)過程課程觀的全面確立、彰顯與張揚(yáng)。 過程課程觀是一種具有建設(shè)性意義的新型課程觀。因此,它要求超越解構(gòu)主義,重構(gòu)課程的“元敘事”；超越“技術(shù)理性”,倡導(dǎo)“解放理性”；超越“實(shí)體—屬性”式的課程定性定位和“主詞—謂詞”式的邏輯學(xué)立場,運(yùn)用動(dòng)力學(xué)式的課程描述性方法；超越囿于“簡單位置”的課程壁壘,確立課程的有機(jī)性組織。 過程課程觀的實(shí)踐訴求表現(xiàn)在要恪守過程性的課程改革邏輯、秉承關(guān)系性的課程思維方式、勾勒整合性的課程設(shè)計(jì)策略、架設(shè)創(chuàng)造性的課程實(shí)施路徑、運(yùn)用具體性的課程評(píng)價(jià)模式,揚(yáng)棄評(píng)價(jià)中“具體性誤置的謬誤”。 過程課程觀無疑是我國目前基礎(chǔ)教育課程范式的必然選擇。然而,正如任何課程觀都并非盡善盡美一樣,過程課程觀也有其內(nèi)在的弊竇、缺陷與不足。其中,本土化適切的緊張、情境化操作的積弱、課程觀構(gòu)建方法論的貧困是其現(xiàn)實(shí)挑戰(zhàn)。與此同時(shí),擁抱“他者”,促進(jìn)課程傳統(tǒng)的彼此增益；超越對(duì)話,走向課程理解的相互轉(zhuǎn)化,是過程課程觀的未來路向。
[Abstract]:Based on the inherent difficulties , contradictions and conflicts of substantive thinking , there are many difficulties , contradictions and conflicts that are difficult to overcome or resolve . Therefore , we need to seek new philosophical thinking routes , theoretical bases , thought patterns , discourse systems and curriculum vision . In this paper , the author puts the curriculum into a process of criticism , theory , thinking , discourse system and curriculum vision .


The beginning of the process curriculum conception is conceived in the " modernity " cheating , crux and hardship of the entity course view . The entity curriculum view takes its " technological rationality " to control the value position , the inquiry logic of " procedural doctrine " and the operation mechanism which pays attention to the performance and practical operation , so that the value and meaning of pedagogy in its implication are dispersed , released and lost , thus getting into a heavy legalization crisis .


The course curriculum concept is the course concept and the theoretical system of the qualitative positioning of the curriculum as a process . The process is the basic sample state , the existence mode and the generation way of the course . It is inherent in the course , inevitable and qualitative , and has the position , value and meaning in ontology .


In the course of modern curriculum theory , Doris ' s post - modernism curriculum theory has completed the comprehensive establishment of the process curriculum view , and reveals and develops the concept of postmodernism curriculum in the field of post - modern curriculum theory .


The concept of process curriculum is a new curriculum view which has a constructive meaning . Therefore , it calls for transcendental Deconstruction and reconstructing the " meta - narrative " of the course ;
Surpassing " technological rationality " and advocating " liberation reason " ;
Beyond " entity - attribute " curriculum qualitative positioning and " subject - predicate " logic position , use dynamic course descriptive method ;
Go beyond the " simple position " curriculum barrier , establish the organic organization of the course .


The practice demands of course curriculum view are to adhere to the course reform logic of the process , adhere to the curriculum thinking mode of the relationship , outline the integrated curriculum design strategy , implement the creative course implementation path , use the concrete curriculum evaluation mode , and discard the " concrete error " in the evaluation .


The course curriculum view is undoubtedly the inevitable choice of our country ' s current basic education curriculum paradigm . However , as any curriculum view is not as good as possible , the process curriculum view has its inherent shortcomings and shortcomings .
Going beyond dialogue , going to the mutual transformation of course understanding is the future direction of course curriculum view .

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2011
【分類號(hào)】：G423

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 秦康柏;復(fù)雜性視域中的課程創(chuàng)生[D];西南大學(xué);2012年

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本文編號(hào)：1780274