【作者】 王琪；

【导师】 葛金国；

【作者基本信息】 安徽师范大学 ， 教育学原理， 2006， 硕士

【摘要】 课程是学校教育的载体和中介,课程改革历来是社会关注的焦点和教育改革的核心。文化是复杂的。课程乃是一种特殊的文化。若从文化学的视角进行审视,我们可以发现,新中国基础教育课程改革在不同的历史发展阶段,表现出不同的文化特色。显然,对课改进行文化反思是十分有意义而艰难的。本文认为,新中国基础教育课程改革可分为七个阶段,每个阶段自有主题和“文化表现”。1949-1957:此期是新中国课程改革的特点是文化重建与模仿。通过改造旧课程及向苏联学习,迅速稳定了建国初期的混乱局面,建立起了高度统一的课程体系。但此时的学习却多是“照搬式”的移植,忽视了文化传统对课程的制约,使得这套课程体系对新中国后来的课程产生的负面影响与正面影响一样的深远。1958-1963:此期的课程改革主要是调整前一阶段学习中的偏狭,初步做出了文化“本土化”的努力;但由于受到极“左”路线的影响,又出现了教育革命尤其是“大跃进”的波折。1964-1976:此期中国教育“重灾”连连,课程改革表面上打着“文化革命”旗号,实为文化的“迷失”。1977-1980:此期是主要对“迷失”时期的调整,其主要特征表现为“文化的复生”——回到“十七年”。随着改革开放政策的推进,课程改革也开始做出面向世界的努力。1981-1985:此期的课程改革即体现出适应文化开放的努力。1985年颁布的《关于教育体制改革的决定》和1986年颁布的《中华人民共和国义务教育法》,为后期的课程改革提供了政策和法律的依据。1986-1996:此期的课程改革的主题是“体制改革”,某种程度上实现了课程体制的突破。1997至今:面对知识经济时代到来,尤其是经济全球化和多元一体文化带来的冲击,我国新一轮的基础教育课程改革全面铺开。本期课改正在进行中,看来不可能一帆风顺。有识之士已意识到文化反思的必要。本文认为,文化运动是有自在规律的过程,文化的产生发展有其特定的“土壤”,作为文化实践的课程改革应该遵守文化发展的规律。更多还原

【Abstract】 Curriculum is the media and intermediary in school education. The reform of curriculum is the focal point and core of educational reform. Culture is complex, curriculum is a special culture. We can find the reform of curriculum in New China fundamental education presents different cultural characteristics in different historical courses. Obviously, it is meaningful as well as hard to rethink the curriculum reform from culture aspect.It is regarded that the reform of curriculum in New China fundamental education can be divided into seven phases. Each phase has its own subject and“cultural representation”. 1949-1957: the feature in this period is rebuilding and imitating. Through remolding old curriculum and borrowing experience from Former Soviet Union, we stabilized the cultural chaos early in the foundation of new China and formed a united curriculum system. Learning in the period is mainly“copy the experience of others. The curriculum based upon the facts which neglects the curriculum is restricted by traditional culture has formed profoundly effects both in positive and negative way.1958-1963: The reform in this period is mainly about adjustment of deviation in previous phase and started to make efforts on“localization”. Under the“left”influence, China was faced“leaps and bounds”in educational reform.1964-1976: China education had undergone a hardship period during these years. It is a fact that curriculum reform was lost its way although it was under the banner of“cultural revolution”. 1977-1980: The key characteristic in the phase is“the revival of culture”- Back to 17 years ago.更多还原