学科课程的价值再认——一个基于生命发展的视角

【作者】 张爱琴；

【导师】 谢利民；

【作者基本信息】 上海师范大学 ， 课程与教学论， 2004， 硕士

【摘要】 21世纪是一个知识经济的时代、创新的时代。创新的时代需要创新型人才，教育要适应时代的这一要求必须对原有的教育体制进行改革。而教育及学科课程的价值问题则是首先要讨论的问题。学科课程的价值对学科课程的目标、内容、方法、评价等具有重要的动力、指导、规范、调节、发展和创新功能。 一直以来，我国的基础教育都是“社会本位”价值取向的，作为历史的产物，其在一定程度上具有积极意义。但在具体的教育实践中，很多人对“社会本位”价值观的理解步入极端化误区，对社会及个人的发展造成不利影响。当前，我国正在进行的新一轮基础教育课程改革倡导“以学生发展为本”的课程价值观。但究竟要以学生什么样的发展为本?值得我们进一步思考。本文试图从生命这个视角再认学科课程的价值。 论文主要分三大部分。第一部分主要对我国基础教育现行学科课程价值做了初步的分析。在承认当前我国学科课程社会本位价值的历史意义的前提下，指出了该种价值取向在新的社会历史背景下的不适应性，及这种不适应性对学生生命发展的影响，并从社会、个人以及学科课程自身的发展三个方面作了简要的分析。 第二部分是论文的主体部分。在坚持社会价值与个人价值辩证统一、工具性价值与发展性价值协同发展的原则指导下，对当今世界的基本特征及在这一时代背景下个人及学科课程的变化和需求作了初步的分析，从当前我国基础教育课程改革的实际出发，在对学生生命以及学科课程的内涵、形式、内容重新解读的过程中发现：社会、个人以及学科课程发展的交结点是生命。因而提出：学科课程对学生生命的发展具有全面性、全体性、全程性价值。全面性是学生个人发展的需要，也是社会对人才的要求在个体身上的具体表现；全体性是指每个学生的生命都应得到充分、健康的发展，这是个体全面发展的结果和前提；全程性是指学生、社会、自然的可持续发展，学科课程不仅要为学生未来的发展打下坚实的基础，更要关注学生已有的经验及学生现实的生命状态，即要为学生的终身发展服务。而学生的终身发展离不开社会及自然的可持续发展，它们是一个有机的整体。 第三部分是在对学科课程进行价值再认的过程中，所引发的对一些教育问题的思考，这些问题将成为我今后学习和研究的新起点。 这样认识学科课程及其价值的目的并不是要在教育理论与实践中“美化”学科课程，掩盖学科课程的缺点和不足，而是旨在通过对生命、学生以及学科课程的重新解读、重新认识，挖掘学科课程中有利于学生、社会和自然发展的潜在价值，发挥学科课程对学生、社会及自然的最大价值。当然，人的全面发展、全体人的全程性发展不是通过学科课程就能单独完成的，人的生命发展需要学科课程与其它课程、教育与社会等各方面的共同努力。更多还原

【Abstract】 In the new century, great changes have taken place in our society. In order to adapt ourselves to these changes of society ,we must reform our education system .We must discuss the value of subject curriculum firstly , which has an effect on the goals , contents, methods of subject curriculum.So far, in our country the requirements of society have been the basis of elementary education . In a sense, it is valuable, but this value orientation of education can’t satisfy the needs of society in the new century .In our country, we are undergoing a new curriculum reformation in elementary education now ,and many experts and educators insist that the student’s development should be taken as the basis of the elementary education.The thesis is divided into three parts . In the first part, I mainly analyze the value of subject curriculum of elementary education in our country in terms of society , student and subject curriculum and point out the positive and negative effects about the primary value tropism of subject curriculum to the development of students’ life.The second part is the principal part . In this part , on the basis of studying the background of our times, the requirements of society to people, the characters of people life and student’s life , the meaning of subject curriculum in the view of life development , I draw a conclusion that the development of life ,especially the development of students’ life , should be taken as the basis of the elementary education and the subject curriculum .I think that the value of the subject curriculum to the development of student life can be shown in three aspects . Firstly , the subject curriculum should provide time , places and chances to student in all aspects, including the intelligence , sensibility ..volition and so on ,and make student become healthy people either in physical development or in psychological development .Secondly , the subject curriculum should care for the development of every student ,but not minority. In addition, it should be beneficial to human and plants and animals in the nature as well, because the development of human is connected with other lives tightly . Thirdly , the subject curriculum should serve student’s development throughout his life , but not just for the future or now .That is to say , the life-long development of student relies on the sustainable development of human and nature.The third part is mainly about some questions which I put forward in the course of writing this thesis , and they will be the new starting point for me to further study the value of subject curriculum .The purpose of writing this thesis is to reveal the potential value of subject curriculum to student , instead of exaggerating it and covering up its shortcomings.更多还原