【作者】 王攀峰；

【导师】 杨小微；

【作者基本信息】 华中师范大学 ， 课程与教学论， 2002， 硕士

【摘要】 知识是制约和影响学校课程设计的重要因素。什么知识最有价值，这是课程理论的一个核心问题。在这个意义上，课程知识观是学校课程改革的重要理论基础之一，我们只有确立了科学、合理的课程知识观，才能够有的放矢地进行课程改革，才能够达到预期的目标。这就要求我们在进行学校课程改革时，不仅要从社会和学习者的实际需要出发，更要从课程知识观的角度来审视和规划学校课程的基本理念、目标、内容以及学生的学习方式等问题。 论文共分为四个部分： 第一部分分析了当代课程知识观的新发展与我国学校课程改革的社会背景。科学技术的迅猛发展和进步推动着当代知识观的转型，知识经济时代的来临需要建构一种新的课程知识观，我国基础教育课程的现状迫切需要进行课程改革。 第二部分着重对传统课程知识观的基本特征进行了分析和反思。论文认为，传统的课程知识观中，在知识与认识对象的关系上，传统知识追求的是客观性；就认识过程而言，传统知识是一种对外部客观世界的机械的“镜式”反映的结果；在知识与实践活动的关系上，传统知识强调的是描述性；在知识与认识结果的关系上，传统知识追求的是绝对的确定性。 第三部分重点探讨了当代课程知识观的新发展及其基本特征。人们在对传统的课程知识观进行批判和反思的基础上，提出了当代课程知识观不同于传统课程知识观的一些新的思想和观点，具体表现在理解性、建构性、规范性和不确定性等四个方面。 第四部分系统论述了当代课程知识观的新发展对于我国学校课程改革的诸多启示。论文认为，我国的学校课程改革应确立“以人为本”的新的课程理念，以促进学生充分、自由的发展；改革学校课程的结构和内容，加强综合课程的建设，回归学生的现实生活世界，编制开放性的课程和教材，建构学生丰富完满的精神世界；变革学生的学习状态和学习方式，引导学生实现从被动接受式学习到自主发现式学习、从个体独立式学习到小组合作式学习、从传承性学习到创新性学习的根本转变，从而使课堂教学焕发出生命活力。更多还原

【Abstract】 Knowledge is an important factor that affects curriculum design greatly. What kind of knowledge is most valuable? This is a core problem on curriculum theory. To some extent, the view of curriculum knowledge provides curriculum reform with theoretical basis. When the new basic education curriculum reform is coming, we should reconsider and design the curriculum ideas, goals and students’ learning models from the angle of the views of curriculum knowledge. The present paper consists of four parts:The first part analyzes on the development of the views of modern curriculum knowledge and the social background of curriculum reform in our country. The development of modern science and technology changes the views of traditional knowledge; the approaching of knowledge economy change people’s attitude to the knowledge; the present state of basic education call on us to reform curriculum in our country.The second part makes some epistemological consideration on the problems of traditional curriculum knowledge. The paper think, people ask questions on the traditional knowledge on four points, such as the relationship between knowledge and knowing object, the process of knowing, the relationship between knowledge and practical activity, and the relationship between knowledge and knowing result. Traditional knowledge has the nature of objectivity, reflectivity, description and certainty.The third part put the emphasis on the development and character of modern curriculum knowledge. Contrasting to traditional curriculum knowledge, it is characterized as comprehensive, constructive, regulative and uncertainty.The fourth part expounds the enlightenment that the views of modern knowledge bring to basic education curriculum reform. At first, curriculum should enhance the subjective status of students and develop the subjective ability of students; second, we should improve the tends of integrity of curriculum, and make the curriculum return to the life world of students; at last, the views of modern curriculum knowledge change students’ learning models from passive learning, individual learning to explorative learning, cooperative learning, and vitalize the class teaching.更多还原