【作者】 李殿森；

【导师】 靳玉乐；

【作者基本信息】 西南大学 ， 课程与教学论， 2006， 博士

【摘要】 课程知识的社会建构研究在于考察课程知识的社会特性及其缔构和生成过程。本文以社会认知知识社会学研究作为分析起点,以“课程知识与社会基质的关系”为讨论核心,厘定影响课程知识生成的社会因素,阐明课程知识的社会本性,探索课程知识建构的社会规律和逻辑理路,构建理想的课程知识类型,为课程的理论探讨和实践发展提供参照。课程知识是人类思想发展进程中积淀起来的文化经验,按其在社会进化史上的时序加以浓缩和排列而形成的、具有复演人类理智演进历程的文化递质,它渗透着时代主流的文化信念,是实在反映与社会建构相整合的、具有特定社会功能定向的文化材料,社会-文化语境、人类世界、功能区分是课程知识的“三元成分”。作为一种知识形态,课程知识已经形成了相对独立的本体论,呈现出客观、自主和实在的特点,拥有一套逻辑自恰的解释规则和话语系统。由于课程知识独特的生成基质与知识使命,使它的存在本质体现为社会历史本性与客观理性的统一,普遍的学术知识与局域本土知识的统一。无论什么样的课程体系都是“时代的产物”,课程知识生成既需要一定的物质条件,也有待于适宜的社会文化基质的孕育。虽然存在基质永远是课程知识生成的土壤和最终源泉,但因果相关、功能相关、符号相关、意义相关的方式说明课程知识与存在的关系是动态的,决定课程知识的社会变量也是动态的。随着文化基质和符号知识将扮演人类“第一需要”的角色,文化变量对课程建构的规约效应将越发明显。课程知识肩负着双重社会功能,即外显功能——课程宗旨、课程目的所规定的知识效用;潜隐功能——游离于课程文件表述的功能范围以外、隐蔽地发挥影响的知识效用,它们的实现均有赖于课程知识的社会构成,包括社会心理和社会意识形式两个要素。前者体现民族社更多还原

【Abstract】 Research on the social construction of curriculum knowledge is designed to inquire the social attributes of curriculum knowledge and its procedure of constructing. Beginning with an angle of view of social cognitive sociology of knowledge, around the center of relation between curriculum knowledge and social matrix, the article determines the social factors which affect generating of curriculum knowledge and bring the social essence of curriculum knowledge to light in order to seek the social laws and logical path for constructing curriculum knowledge. Our purpose is to conceive an ideal type of curriculum knowledge in order to give a general reference for research on theory of curriculum and development of curriculum in practice.Curriculum knowledge is the cultural material that is accumulated in the procedure of human idea history; curriculum knowledge which is concentrated and reorganized according to the sequence in which the human society evolves; curriculum knowledge is imbued with dominant belief of culture; curriculum knowledge is the cultural material that integrates reflection of reality with social construction, has a special function. Therefore, sociocultural context, humankind world and functional differentiation are three ingredients of curriculum knowledge.As a form of knowledge, curriculum knowledge has formed the independent ontology, displaying characteristics of objectivity, independency and reality; follow the更多还原