【作者】 肖强；

【导师】 马云鹏；

【作者基本信息】 东北师范大学 ， 课程与教学论， 2009， 博士

【摘要】 价值取向是学校课程所追求的方向,无论是显性的还是隐性的,学校课程都会有一定的价值取向蕴含其中。了解学校课程的价值取向对于课程的设计者和实施者都十分重要。国内外相关研究表明,学校课程价值取向是课程主体在某种价值观的支配下,对课程的有意识的选择和取舍。以往的研究有对学校课程价值取向的理论研究,有从学科的角度探讨课程价值取向问题的,而对于学校课程价值取向在家庭教育中的体现却很少有人问津。学校课程不是孤立的,它需要家长的理解与支持,学校课程价值取向是否也蕴含在家庭教育中?家庭教育与学校课程在价值取向上有什么相同和不同之处等就成为课程研究中应当予以重视的问题。本研究从学校课程价值取向入手,以高中思想政治课程为例,选取高中思想政治必修1-4册教科书为分析对象,采用内容分析法分析教科书蕴含的价值取向,然后以教科书中的价值取向做为分析维度设计调查问卷,对高中生家长进行问卷调查,在此基础上对家长进行访谈,找出家庭教育中有哪些价值取向,这些价值取向与教科书的价值取向有何异同,进而对学校课程和家庭教育提出一些建议。研究发现,高中思想政治教科书的价值取向表现为:一是在教科书三个分析类别中特别强调“公民意识教育”;二是在公民意识教育类别中特别强调“哲学知识”、“认识经济现象”;三是在意识形态教育类别中特别强调“爱社会主义”、“爱中国共产党”;四是在道德教育类别中特别强调“尊重差异”、“尊重传统”;五是突出精英意识;六是强调男性为尊;七是强调领袖崇拜;八是尊重传统文化、尊重知识。高中生家庭教育价值取向表现为:一是在三个分析类别中特别强调道德教育;二是在公民意识教育类别中特别强调“责任意识”、“法律意识”;三是在意识形态教育类别中特别强调“爱国主义”、“民族精神”;四是在道德教育类别中特别强调“道德判断”、“道德榜样”;五是不认同精英意识;六是不认同男性为尊。本研究关注的是学校课程隐含了哪些价值取向,这些价值取向在家庭教育中是如何体现的,它们在哪些方面是相同的,在哪些方面是不相同的,这种表现深层的原因是什么。根据上述研究结果,我们提出以下建议,一是从学校课程编制的角度,学校课程编制者要充分倾听家长的声音;二是对于家庭教育中的价值取向做出调整;三是家长和家庭参与学校课程;四是学校通过一定的方式指导家庭教育。总之,学校课程与家庭教育只有相互配合,才能协调运转。更多还原

【Abstract】 Value orientation is the pursuit direction of school curriculum, visible or hidden. It is very important for the curriculum designers and implementers to understand the value orientation of school curriculum. International and local research defines value orientation of school curriculum as the choices made about curriculum based on certain value system. Former research are mainly looking at value orientation from a theoretical perspective , or based on certain subject matter. Few has talked about the value orientation in family education. School curriculum is not isolated, and it needs understanding and support from parents, so shall value orientation of school curriculum be embedded in family education also? It is necessary for us to iquire into the various value orientaion in school curriculum and family education.This study of school curriculum value orientation takes ideological education curriculum in high school as an example, using content analysis to look into 1-4 volume of textbooks. Drawing on the analysis, we come up with different dimensions and based on wich, the author interview and send questionnares for parents to find out what is their value orientation in family education. Comapring similarities and differences in value orientation, the paper puts forward proposals to improve school curriculum and family education.The research finds that value orientation of ideological education textbooks in high school is shown as following: (1) emphasis on citizenship education among the three kinds;(2) emphasis on philosophy, economics in citizenship education;(3) emphasis on promoting socialism and Communist Party in China in ideological education;(4) emphasis on respect for diversity and tradtion in moral education;(5) promotes elitism;(6) male superiority;(7) leader worship; (8)respect for traditional cultureand knowledge.Meanwhile, value orientation of family education is shown as following: (1) emphasis on moral education among the three kinds; (2) emphasis on responsibilityand law awareness in citizenship education;(3) emphasis on promoting patriotism and ethnical spirit in ideological education;(4) emphasis on moral judgement and modeling in moral education; (5) against elitism;(6)against male superiority.The research concerns about the hidden value orientation in school curriculum and how it is shown in family education, and discusses about the simlilarities and differences and the reason behind. Based on research findings we suggests that : (1) The curriculum designers have to listen to what the parents have to say; (2)Adjusting value orientaion in family education; (3) parents paticipate in school curriculum; (4)Schools guide family education with certain ways. In total, we need school curriculum and family education work together to educate our children.更多还原