冲突与和谐

【作者】 薛国凤；

【导师】 冯增俊；

【作者基本信息】 南京师范大学 ， 比较教育学， 2006， 博士

【副题名】当代国际基础教育课程理念发展研究

【摘要】 人拥有观念，人的观念的变化引起事物的发展与变化。就某一事物发展所形成的认识体系可称为理念。课程理念是人们对课程自身发展规律的把握以及对课程作用形式的认识，是指导课程理论作用于课程实践的认识体系。有什么样的课程理念，就会产生什么样的课程实践，进而产生什么样的人与社会。历史经验、现实状况与未来发展需要一致表明，和谐课程理念将是促进人类社会、教育以及课程发展的终极价值取向。论文从历史、理论、实践、比较以及中国改革现实等几个角度就课程在人类社会以及民族国家发展中的作用，以及国际上几个主要国家的课程理念发展、冲突与创新情况进行了多维的系统研究和分析。 论文认为，就课程本质而言，课程是人类文化通过教育延续的认识体，是人类自我定义的核心内容，是人类对朱来社会发展的基本理解和看法。课程伴随人类社会发展经历了四个重要时期，在理念上表现出从原始和谐，到异化与分裂，再到走向新和谐的发展脉络。其中分裂与异化的课程理念是造成当代课程发展不和谐的内在根源。为促进民族国家发展以及课程自身健康发展，必须首先建立科学的、和谐的课程理念。考察现实中发生在民族国家中的主要课程理念变异，可以发现要实现课程发展就必须在社会各发展阶段不断进行理念创新。当从课程理念演变规律出发，考察世界主要国家美国、英国和日本等时，可以发现这些国家在课程发展史上依据社会发展不同状况都出现过重大的课程理念转变。在当代，在社会各种复杂性因素冲突与作用下，各国课程理念发展既有不同的阶段性转变，又表现出某种规律上的共性。另外从国家政府、地方、学校以及教师等角度考察各国课程理念发展策略也有助于增强对各国理念发展的认识。 论文总结认为，课程理念上的和谐是对不同类型、不同层次的课程冲突的解决之表现，和谐理念的形成是一个不断发展与提升的过程。和谐课程理念本质上关注的是现代课程与知识、社会、人类以及个人的发展等之间的相互促进与协调，具有社会功效性、人类整体发展性以及多维度发展性等特征，是人类课程意识的最大提升与完善，也是未来课程实践发展的必然要求。为了促进符合人类真正需要的课程的发展，各民族国家必须首先建立和谐课程理念，这是发展的基本前提；其次必须创新课程理念，这是发展的必要基础；最后必须注重科技人文理念，这是发展的关键。 比较的根本目的在于发展中国课程。面对20世纪末的新经济挑战与人才发展挑战，于世纪之交进行的中国新课程改革提出了许多代表未来发展趋向的新理念，但也存在一定的局限性，并导致课程实践中诸多异化现象的出现。为此，我们必须从和谐课程理念出发，从中国现有生产力发展水平以及未来发展要求出发，在新课程改革实践中不断创新，构建与发展实用型课程理念，使课程真正成为适合中国本土社会发展的、满足中国社会经济发展需要的，同时也是满足人的发展需要的课程。更多还原

【Abstract】 People have notions. Things will change when people’s notions about something have some change. The cognition system of something is called ideas. Curriculum ideas are the principles about curriculum evolvement that people hold and the knowledge about the roles that curriculum plays in practice, and it is a cognition system which guides how curriculum theories play the roles in practice. Different curriculum ideas will be reflected in different curriculum practices, and then they will mode different human beings and society. Historical experiences, realistic status and needs of development in the future show accordantly that heterogeneous curriculum ideas are the supreme value orientation of development of human society, education and curriculum. In the various points of view, such as historical, theoretic, practical, comparative angle of view and curriculum reform realities of China, the dissertation gives systematical study and multianalysis to curriculum functions to man and nation-states, and conflicts and creations of curriculum ideas evolvement in some countries.The dissertation argues that, essentially, curriculum is a continued cognition system of human culture relying on education, the core of human defining itself, and essential perspectives how the human being views the evolution of human society. There are four periods in the development of curriculum, and the venation of curriculum ideas is from pristine heterogeneity to dissimilation and division and to new further heterogeneity. In it, dissimilated and divided curriculum ideas are intrinsic factors which produce unbalance in the evolvement of modern curriculum. In order to promote nation-state development and the evolution of curriculum itself, scientific and heterogeneous curriculum ideas must be held. If we review some factors that influence curriculum ideas and aberrance of curriculum ideas occurred in nation-states in reality, it can be concluded that it needs constant ideas innovation to evolve curriculum in each development stage of each society. According to the evolvement rules of curriculum ideas, it can be seen that many countries such as United States of America, England, and Japan, a few transformations of curriculum ideas have taken place in their curriculum evolvement history. In the modern age, under conflicts and influences of various social factors, curriculum ideas in these nation-states also have different staggered transformations and share some common rule trends as well. Furthermore, it will be helpful to advance understanding of curriculum ideas when we review each nation-state propulsive strategies in curriculum ideas evolvement.The dissertation sums up that heterogeneity in curriculum ideas means to settle sorts and levels of curriculum conflict, which is an unceasing evolvement process. Heterogeneous curriculum ideas, essentially, facilitate the balance among modern curriculum, knowledge, society and human development. To insist social utility, whole development of human being,更多还原