【作者】 刘强；

【导师】 张立昌；

【作者基本信息】 陕西师范大学 ， 课程与教学论， 2007， 硕士

【副题名】从工具主义到本体主义

【摘要】 在以往的课程文化研究中，我们往往将课程视为文化传承的工具，并将其作为课程与文化关系的化约性命题，这就使课程从其文化母体中离析出来，成为一种纯粹的工具。于是，课程在文化的意义上成为一个虚概念。它不是作为一种独立的文化主体而存在，不具备独特的文化品性。尽管它承载着文化，但其自身却不是文化。历来我们将课程视为文化的载体，毫无疑问，课程本身有这个职责。然而，不能因为它有这个职责，就将课程视同为传递文化的工具，就如载客过河的渡轮，不能等同于客人本身一样，课程从来就没有被看成一种文化，而只是这种文化附着的工具。这种观念的危害在于，我们挖空心思想着如何把渡轮的效率提到更高，于是想方设法地改进课程的形式，但却从来没有想过课程与生俱来的文化品性是与其形式不能分离的，而且其重要性还应该放在五花八门的课程形式之前。课程改革要想取得实质性的进步，就必须抛开过去那种课程工具论的观点，实实在在将课程的文化品性放在第一位。从课程文化研究的历史与现状来看，其具体内容主要包括三个方面：一是本体论，探讨课程的文化，即课程本身的文化现象；二是关系论，课程与文化，探讨课程与文化的关系；三是实践论，探讨实践中的文化。而课程的文化是课程文化存在的最根本的本质，对课程自身文化的关注与研究应该是每次课程改革的基础和出发点。本文将主要论述和研究课程作为文化的存在意义及重要性。将课程视为文化，是赋予课程一种文化主体地位，使其具有自律性的、内在性的、独特性的文化属性与品质。因而，课程作为文化的命题，是一种本质性的逻辑判断，是从本体意义上对课程进行文化设定。也就是说，将课程视作文化，使课程从文化“虚无”状态还原为文化实体状态，并非将课程混同于实然的社会文化现象。就具体的文化形态而言，课程文化的品性与社会文化现象的品性具有质的区别，而且恰恰是这种质的区别才突出了课程文化存在的重要意义及其在整体文化发展中的重要价值与作用。通过对课程文化的工具主义倾向的批判，对课程文化进行概念意义上的重建与正名，还其本体论意义上的本真面貌，认为课程文化必须具备自己的合理性存在的标准，并且本身具有超越性能力，它要以其内在性的品质为依据，按照自我的逻辑编织一种崇高的、神圣的文化之梦，开拓人类文化发展的光辉灿烂的未来之路。在这种逻辑的基础上课程文化无疑是一种培育意义上的文化。更多还原

【Abstract】 In the past, the researches on curriculum culture usually regarded thecurriculum as a tool of cultural transmission, a proposition of relations betweencurriculum and culture, which made the curriculum separate from the culture, becominga kind of pure tool. Thus, the curriculum became an empty concept in the culture. Itdidn’t exist as an independent cultural subject, and didn’t have an unique culturalcharacter. Although it conveyed the culture, it was not the culture in itself.We always regarded the curriculum as the cultural carrier. Undoubtedly, thecurriculum has the duty. However, we can’t take the curriculum as a tool of transferringculture because of the duty, just as a ferry cannot equate with a visitor. The curriculumhas never been regarded as a kind of culture, but a tool affiliating the culture. The harmof the concept is that we try our best to improve the efficiency of ferry, and try everymeans to improve the form of the curriculum, but never think its born cultural characteris linked to the form, and the significance should be put before all kinds of curriculumforms. We must abandon instrumentalism, and put the cultural character first to makethe substantive progress of curriculum reforms.From the researches on curriculum culture, its content mainly includes three parts:1.From the perspective of ontology, to discuss the culture of the curriculum. Herecurriculum culture is a cultural phenomenon of the curriculum. 2. From the perspectiveof relationship, to discuss the relationship between curriculum and culture.3. From theperspective of praxis, to put the culture in the practice. And the culture of thecurriculum is the ultimate nature of curriculum culture, so we should pay attention toand do researches on the culture of curriculum, which is the base and starting point ofevery curriculum reform.The paper mainly elaborates and does researches on the significance and theimportance of curriculum as the culture. We regard the curriculum as the culture, whichendues the curriculum with a kind of cultural substance and a self-discipline, intrinsicand unique cultural attribute and quality. Therefore, the curriculum, as a culturalpreposition, is essential logic judgment, which set the curriculum as the culture in the substance. In the other words, regarding the curriculum as the culture makes thecurriculum return to original state from "the culture nihility", which doesn’t equate thecurriculum with social cultural phenomenon.From the concrete cultural shape, the curriculum culture’s character is differentfrom social culture, and the differences give prominence to the curriculum culture’simportant significance and value in the overall cultural development.Through the critique of instrttmentalism, rectify and rebuild the curriculum culturein the general idea, and return true faces in its ontology. And the curriculum culturemust have the own reasonable standard and the transcendence ability, which weaves alofty and holy cultural dream and develop the glorious future on the basis of internalquality and self-logic. According to this logic base, the curriculum culture is a culture ofcultivation undoubtedly.更多还原