【作者】 韩雪军；

【导师】 谢兰荣；

【作者基本信息】 内蒙古师范大学 ， 课程与教学论， 2008， 硕士

【副题名】以小学语文课程为例

【摘要】 在课程理论中,课程价值取向是课程得以发展与变化的基础与核心,但是课程价值取向的研究却开展得不够充分和深入,以至于课程理论呈现众说纷纭的杂乱状态,继而影响了课程实践活动的导向。同时,在课程实践领域还存在着性别偏见和性别歧视现象,并且课程正以合法的身份传播着落后的性别文化,因此把课程实践中的性别文化问题与课程价值取向结合起来进行研究,揭示课程中性别偏见和性别歧视的深层原因,并在此基础上建立反映先进性别文化的课程价值取向,是一项有意义的研究课题。在明确本研究的任务与目的之后,本文分三个部分论述了课程价值取向影响下的课程性别文化问题。第一部分,探讨了文化与课程的内涵及二者之间的关系,并在此基础上探讨了课程文化中的性别文化。首先,依据文化一词的词源,从动词和名词两个角度诠释了文化的内涵,并把两个角度的解释结合起来对文化进行了分类,依据文化促进人全面发展的程度将文化分为先进文化与落后文化;其次,从动态和静态两个角度厘定了课程的本质,其中,静态意义上的课程指的是具有教育性的先进文化的方案,而动态意义上的课程指的是课程研制主体传承、创造先进文化的过程。通过这两个方面的解释,形成了课程文化的思想,继而把课程文化又分为八种类型,并详细分析了其中的先进性别文化和落后性别文化。第二部分,通过对课程与文化关系的分析,发现了建立和延续二者之间关系的课程研制主体,并且认为课程研制主体的行为会对课程文化的性质产生影响,可能导致了前述的课程性别文化问题。而影响课程研制主体行为的因素恰恰就是课程价值取向,也就是说,课程价值取向通过课程研制主体造成了课程的性别偏见和性别歧视,使课程沦为复制落后性别文化的工具。为了剔除课程的性别偏见和性别歧视,为了还课程以本原的面目和身份,本文提出了先进文化的课程价值取向,并且认为先进文化的课程价值取向是我们重建课程理论、改革课程实践的重要的指导思想。第三部分,为了将先进文化的课程价值取向应用到实践中,进而指导课程实践,本研究以江苏教育出版社小学语文教科书的性别文化现状为分析对象,探讨了这套教科书中性别偏见与性别歧视存在的深层原因,并在此基础上结合先进文化的课程价值取向,从课程研制、校本课程开发以及教学实践三个方面提出相应的解决策略。更多还原

【Abstract】 In the course theories, the course value mindset as the logic foundation of the course existence and development, however, in the research of the theories didn’t value that get and should have, its content and function are still not explicit, the relation with practicing course can’t manage pure yet. In the course of the fulfillment, it exists the sex prejudice and the sex bias unexpectedly, and just with legal of the identity disseminaing with the sex culture lagging behind . While thinking course practicing problems, putting them together the course value mindset, trying to discuss worth mindset content, function and practice with course of relation to resolve these problems in the course fulfillment, so form the starting point of this research.After expliciting the mission and purpose of the study, then launching treatise by the way of solving problems, constituting textual corpus thus. This text corpus is divided into three parts as follows:The first part, inquiry into the content of the culture and course and the relationships of them. At first, explain the content of the culture from the verb and word, divide culture into advanced culture and fall behind culture, then, with dynamic state and static state as the angles of view explained the essence of the course. At last, discuss the relationship between culture and course, divide the cultures in the course into eight the category types, and introduce among them of sex culture, forerunner of sex culture and fall behind of sex culture in detail.The second part, find the special position of the corpus in course development in the relation and function in the culture and the course, and make sure to be the behavior that the course value mindset controls the course develop corpus in the course develop in inquirying into the content of the culture and course and two foundations for relate to. Analyzing the content and function of the course value mindset for this, judging that from here is the course value mindset result in the sex prejudice and sex discriminate against, making as a tool that the course replicate to fall behind sex culture. For the sake of getting rid of the sex prejudice and sex bias of a course, for the sake of returning courses original feature and identity, put forward a forerunner culture physically of course value mindset from practice, and analyzed content, meaning and carrying out strategy of the forerunner culture of course value mindset .The third part, in order to make forerunner culture of course value the mindset apply to practice medium, this research take the sex cultural present condition of primary school Chinese textbook in publisher for analyze object of Jiangsu education publishing house enter previously culture of course value mindset of under instruction inquiry into the cause of formation in combine on this textbook the present condition of sex cultural at this foundation forerunner culture of course value the mindset put forward correspond of solve strategy.更多还原