【作者】 郭晓明；

【导师】 杨启亮；

【作者基本信息】 南京师范大学 ， 课程与教学论， 2003， 博士

【摘要】 课程知识的学习不能以牺牲个体精神自由为代价，但课程知识与个体精神自由的内在矛盾以及人们对待课程知识的不当态度与方式往往导致学习者个体精神自由的陷落。因而，追寻学习者的个体精神自由，便成为课程哲学以及课程实践的时代课题。 课程学习者的个体精神自由之所以有可能，乃因知识具有“意义性”，即知识并非如人们以往所认为的那样是绝对确定、绝对客观和与价值无涉的，而是可理解的、价值性的和类型多样的，具有与人们的个体精神世界建立起“意义关系”的可能性。 而要使学习者的个体精神自由真正得以实现，则必须重新理解课程及教材，并充分重视学习者的个体精神趋向性、课程知识类型的完整性以及课程知识供应制度的调整； 课程知识的学习必须遵循“意义标准”，即在“教化”的视野中使课程知识成为个体精神成长的养分，必须在“进化”的视野中看到课程知识在教育场域的内在演化。由此，课程应被理解为“学习者与知识‘对话’的可能情境”。 教材的功能应定位为一个“对话者”，而不是学习的“支配者”，为此，教材的设计应把知识的存在方式作为核心问题，尤其应促进知识的“动姿化”，并以“生态式设计”为基本设计理念。 个体精神自由的完整性以课程知识类型的完整性及学习者与知识的整体交往为前提，因此，课程设计应确保课程知识在结构上的平衡，并研究不同知识类型对个体精神自由的贡献在侧重点与方式上的不同，尤其要反思近代以来文化结构的失衡对个体精神自由所造成的后果。 专制式课程知识供应制度是损害课程学习者个体精神自由的强有力因素，中国的课程知识供制度在社会激剧转型的背景下亟待作如下调整：从“国家主导”到“多元权力主体共契”；从一元化意识形态的强行干预到“公共领域”的平等协商。 学习者的“个体精神趋向性”决定着学习者是否内在地要求或珍视自己的精神自由，由此，培植有助于个体精神自由的个体精神趋向性，在个体精神自由的追寻中具有至关重要的地位。更多还原

【Abstract】 It is can’t be Permit to do harm to the spiritual freedom of students for the reason of mastering the curriculum-Knowledge. However, there are contrarieties between the curriculum-Knowledge and the spiritual freedom of students, and the people’s ways and means of meeting the curriculum-Knowledge are not suitable. So, today, the study of philosophy in curriculum and the practice of curriculum should face up to the question of the spiritual freedom of students.Why is it possible to keep the spiritual freedom of the students in their hands in the study of curriculum-Knowledge? I think, the reason is that the students can understand the knowledge with their spiritual world, and the knowledge itself has no absolute certainty.In order to ensure the students to have the spiritual freedom in the study of curriculum, we should make a fresh understand of the curriculum and the teaching materials, and pay more attention to the direction of students’ spiritual world, the diversity of curriculum-Knowledge, and the institution about the supply of curriculum-Knowledge. This is to say:1. The study of curriculum-knowledge means not only to get the knowledge itself but also to find the meaning of human being’ life in the knowledge! So, the curriculum should be confided as the possible circumstance in which the students are in contact with the curriculum-knowledge in the spiritual world.2. The function of the teaching materials is not to control the’study of students but to made dialogue with students. This understand means that the key to the designing of teaching materials is to make knowledge to be lively.3. All kinds of knowledge are important to the growth of students’ spirit. So, we should peruse the curriculum-knowledge to be rich in order to avoid the dangers that come from the modern culture.4. Under the changing of society, the Chinese institution of the supply of curriculum-knowledge should be reformed in order to make it more democratic.5. In the end, we must pay more attention to the situation of students’ spiritual world because it determines directly whether or not students want to keep their spiritual freedom in their hands.更多还原