作为场域存在的学校课程规划研究

发布时间：2018-06-15 08:06

本文选题：课程规划 + 工厂意象　；参考：《山东师范大学》2009年博士论文

【摘要】： 本文从存在论意义上审视学校课程规划的本体问题——学校作为场域而存在,它需要一种在场的课程规划。学校是课程活动重要场所,课程改革政策最终需要落实到学校中才能实现。如果没有富有个性的、充满生机与活力的学校,任何改革措施都将会流于形式。随着三级课程管理制度的推进,学校层面课程规划的重要性逐渐凸现出来。三级课程管理制度,使课程权力逐级下放,一方面为学校课程规划提供了空间,另一方面也使学校成为决定课程改革能否成功的关键。但是,学校层面的课程规划无论在理论上还是在实践中都存在一定的问题。目前关于学校课程规划的理论研究往往将超越学校情境的“课程”作为研究对象,它们表达的都是“课程应该是什么或可能是什么”的旨趣,是一种“你应该如何做”的研究,这对学校层面课程规划实践来说只是一种“空中楼阁”、“隔靴搔痒”。在对我国中小学课程内容、课程实施和课程评价调查、分析基础上,本文试图阐释一种具有普遍价值的方法论意义上的课程规划路径。学校课程规划是指学校依据教育方针和政策,遵循一定的教育理念,从学校的课程现状、可持续发展需要以及外部环境等因素出发,围绕学校课程目标,运行办学自主权对学校课程内容、课程实施和课程评价等方面做出设计和安排,最终实现对国家课程规划的增值。作为场域存在的学校课程规划是一种学校在场的课程规划,是关于“我应该如何做”的课程规划。因此,作为场域存在的学校是课程规划的主体,而不局限于机械地、简单地执行外来的、规定好的课程。这种课程规划是一种进行状态的,而不是完成状态,它具有人文性、过程性和情境性。学校究竟是怎样一个地方?这个地方为何而存在?这些问题是教育改革必须面对的本源性问题。学校意象是人们关于学校是什么样和应该是什么样的整体性描述。学校的工厂意象认为学校应该遵循生产投入和产出式模型,完全在被圈定的轨道上寻找其宗旨与使命。这种意象的学校课程规划不仅导致了学校被简约化的危险,而且使学校沉沦为应试教育的战场。三级课程彰显了学校在课程管理中的主体地位,提出了学校进行课程规划的任务,而学校的工厂意象使学校陷入了应为与难为的实践危机。只有作为场域存在,学校才能进行自主的课程规划,才能最大限度地实现其教育价值。人们习惯上把学校理解为一个地理空间概念,它是作为“教师角色”和作为“学生角色”的人,按照某些外在的指令、要求和使命,拼凑到一起的地方。而从存在论意义上,学校作为场域而存在。从物理学意义上,场是物质存在的空间,当其他物体进入此空间时,将受到此场施予该物体的作用。从社会学意义上,场域是位置间客观关系的一个网络或一个形构,这些位置是经过客观限定的。在学校场域中,学校作为各种关系的形构而存在,学校课程将作为一种“物质”存在于其中,并作为一种力量对存在其中的教师和学生发生作用。从这个意义上,学校是拥有共同信念、共同追求、共同主题的教师和学生的生存场域。它是一个围绕特定教育事件而组织的结构化场域,这种场域为学校教育提供背景结构。在学校场域中,教育事件绝不是一个静止的完成形态,而是处于生成过程之中,是一个充满矛盾冲突的动态活动。学校场域随着时间的推移而不断地呈现自己,从而表现出开放性、生成性、关系性和整体性。学校场域是人与环境共同构成的具有整体涌现性和自主规划性的生存空间。从实践层面分析,学校进行课程规划主要受三个方面因素影响:学校课程是什么、如何解读学校场域中的知识以及如何看待学校场域中的人的存在。学校进行课程规划首先要对学校课程进行价值判断和理解。这就涉及到了课程意识形态问题。课程意识形态是关于课程的信仰和观念。它作为一种话语实践来透视学校课程的存在问题。课程意识形态具有实践精神、批判精神和超越精神。课程意识形态是课程理论与实践的接合点,对其进行分析是课程理论及实践的新方法论,对于理解学校课程实践活动具有建设性意义,本文的理论建构就是基于进步主义、存在现象学、批判理论、后现代主义等课程哲学观所形成的课程意识形态。其次是如何解读学校场域的知识问题。在调研实践中,我们了解到如何解读学校场域的知识既关系到学校课程内容的选择,也影响着教材的编写,更决定着教学方法的运用。目前,在学校层面,如果改革要想取得进一步的突破,我们必须改变简单地从哲学角度理解学校场域知识的做法,而从教育学立场出发,深化理解学校场域的知识。从知识的呈现形式、获得过程和最终结果看,学校场域知识在作为客观、普遍性公共知识存在的同时,也作为一种建构性的个人知识存在。学校教育就是通过知识的意义生成把公共知识和个人知识加以统整。第三,如何关怀学校场域的人的整体性生命存在。学校场域的教师和学生作为整体的人,对学校课程进行诠释并对学校课程进行规划。根据学校课程内容间的关系,我们可以把学校课程分为“集合型”课程与“整合型”课程。如果学校课程内容处于封闭的关系中,即课程内容间的界限分明,相互隔离,这类课程是一种集合型课程;如果学校课程内容处于一种开放的关系中,即课程内容间的界限并不分明,这类课程则为整合型课程。从三级课程以及学科课程在学校中的存在状态,目前学校课程还是一种集合型课程。集合型课程不利于学校充分发挥课程的教育意义。学校课程内容规划要从集合型课程走向整合型课程。整合型学校课程以提升学生在智力、情感、审美、合作、生活等方面知识和能力为价值追求,以通识教育、个性教育、探究教育、职业教育为核心内容,最终促进学生在认识、判断、行为等三级水平上的发展。整合型学校课程重视课程的诠释性和建构性,体现了终身教育思想,关注学生作为整体人的发展。在学校场域中,课程实施实际上是一个教育事件发生的过程,课程实施活动本身就是教师和学生的存在方式,构成了他们的生活世界,这是从本体论意义上来理解学校课程实施。学校课程实施要由训练型走向情境型。训练型课程实施强调学校课程对学生的刺激-反应效果,具有行为主义倾向,容易导致机械式学习方式,造成课程实施缺乏本真的教育性。情境型课程实施强调构建真实的关注个体的实习场域,在这个实习场域中,学生个体遇到的问题和进行的实践与今后校外所遇到的具有一致性倾向。同时,情境型课程实施不仅关注课程的情境性,而且还关注如何创建关注群体的的实践共同体,在这里,教师和学生是作为共同体成员的身份参与到课程实施中。营造情境型课程实施可以分为三种模式:问题中心模式、主题中心模式和项目中心模式。在通常意义上,课程评价包括对学校的评价、对教师的评价和对学生的评价。本文主要研究对学生的课程评价。在课程改革背景下,学校必须完善对学生的课程评价体系,不能仅局限于评价学生对知识的掌握情况,还要关注学生的学习过程与方法以及其情感、态度和价值观等方面的发展。而当前学生评价主要是一种选拔性评价,过于注重结果,过度依赖“标准化”测试,使评价陷入“客观性”的陷阱。本文提出的整体性履历评价是从存在论意义上理解学校课程评价问题。这种评价形式是对学生生命性、整体性和发展过程性的关照,这种评价形式将课程评价作为学生教育过程本身——是教育活动的内在成分,而不仅仅将其停留于一种教育辅助手段层面。整体性是指将学生作为整体的人来看待,履历是指课程评价的终极意旨在于发展学生在课程中的存在经验,达到学生个体的自由和解放。
[Abstract]:This article examines the noumenon problem of school curriculum planning in the sense of Existentialism - the school exists as a field, it needs a kind of present curriculum plan. The school is an important place for the course activities. The curriculum reform policy needs to be implemented in the school. If there is no individual, full of vitality and vitality, any school, The reform measures will be in the form. With the promotion of the three level curriculum management system, the importance of curriculum planning at the school level has been gradually highlighted. The three level curriculum management system makes the curriculum power step down. On the one hand, it provides space for the school curriculum planning, on the other hand, it also makes the school a key to the success of the curriculum reform. However, there are some problems in the curriculum planning at the school level, both in theory and in practice. At present, the theoretical research on school curriculum planning often goes beyond the "Curriculum" of the school situation as the object of study. They all express the purport of "what should the course be or what may be", and it is "you should" The research on how to do it is only a kind of "castle in the air" and "scratch out of boots" on the school level curriculum planning practice. On the basis of the investigation and analysis of curriculum content, curriculum implementation and curriculum evaluation in our country, this paper tries to explain the path of curriculum planning in the methodological meaning of universal value.
School curriculum planning refers to the design and arrangement of school curriculum content, curriculum implementation and curriculum evaluation on the basis of educational principles and policies, following certain educational ideas, the status of curriculum, the needs of sustainable development and the external environment. To realize the appreciation of the national curriculum planning. As a field, the school curriculum planning is a curriculum planning of the school, which is about "how should I do it". Therefore, as a field, the school is the subject of curriculum planning, not limited to mechanical, simple implementation of foreign, well prescribed courses. Process planning is a state, rather than a completion state. It has humanity, process and context.
What is a place where the school is? Why does this place exist? These are the sources of education reform. The image of the school is a holistic description of what the school is and what it should be. The school image of the factory believes that the school should follow the production input and output model, completely delineated. The school curriculum planning of this image not only leads to the risk of the school being simplified, but also makes the school sink into the battlefield of the exam oriented education. The three level curriculum highlights the main position of the school in the course management, puts forward the task of the school curriculum planning, and the image of the school factory makes the school sink. We should enter into the crisis of practice which should be difficult and difficult. Only when the field exists, can schools carry out independent curriculum planning so as to maximize their educational value.
People are used to understand school as a concept of geographical space. It is a place where, as a "teacher role" and a "student role", in accordance with some external instructions, requirements and missions, together, the school exists as a field. In the sense of physics, the field is the space of material existence. In a sociological sense, the field is a network or a form of the objective relationship between positions. These positions are objectively defined. In the school field, the school exists as a form of various relationships, and the school curriculum will be a "material". In this sense, the school is a field of teachers and students who have common beliefs, common pursuit and common themes. It is a structured field organized around specific educational events. This field provides a background structure for school education. In the school field, the educational event is not a static form, but in the process of generation, it is a dynamic activity full of contradictions and conflicts. The school field presents itself continuously with the passage of time, thus showing openness, generative, relationship and integrity. The school field is composed of people and the environment. The overall emergence and autonomous planning of survival space.
From the practical level, the school curriculum planning is mainly influenced by three factors: what is the school curriculum, how to interpret the knowledge in the school field and how to look at the existence of the people in the school field. Course ideology is the belief and concept of curriculum. As a kind of discourse practice, it examines the problem of the existence of school curriculum. Curriculum ideology has practical spirit, critical spirit and transcendent spirit. Curriculum ideology is the joint of curriculum theory and practice, and the analysis of it is a new method of curriculum theory and practice. In view of the constructive significance of understanding the practical activities of the school curriculum, the theoretical construction of this article is based on the ideology of curriculum philosophy based on the philosophy of progressivism, the existence of phenomenology, the critical theory and the postmodernism. Secondly, how to interpret the knowledge of the school field. In the investigation and practice, we know how to interpret the learning. The knowledge of the school field is not only related to the selection of the content of the school curriculum, but also affects the compilation of the teaching materials. It is more decisive for the use of teaching methods. At present, at the school level, if we want to make a further breakthrough at the school level, we must change the practice of understanding the field knowledge from the philosophical point of view, and deepen the theory from the standpoint of pedagogy. Understanding the knowledge of the school field. From the form of knowledge, the process and the final result, the school field knowledge exists as an objective, universal public knowledge as well as a constructive personal knowledge. School education is the integration of public knowledge and personal knowledge through the meaning of knowledge. Third Caring for the whole life of the people in the school field. Teachers and students in the school field, as a whole, interpret the school curriculum and plan the school curriculum.
According to the relationship between school curricula, we can divide the school curriculum into "aggregate" and "integrated" courses. If the content of the school curriculum is in a closed relationship, that is, the boundaries of the course content are clear and separate each other. This class is a kind of collective course; if the school curriculum is in an open course, the course content is in an open course. In the Department, the boundaries between the course content are not clear, and these courses are integrated courses. From the three level and the subject course in the school, the current school curriculum is also a kind of collective course. The set curriculum is not conducive to the full use of the educational meaning of the curriculum. Integrated curriculum. Integrated school curriculum to improve the knowledge and ability of students in intelligence, emotion, aesthetic, cooperation, life and other aspects of the pursuit of value, with general education, personality education, inquiry education, vocational education as the core content, and ultimately promote the development of students in understanding, judgment, behavior and other three levels of development. The annotation and constructivism of curriculum reflect the idea of lifelong education and pay attention to the development of students as a whole.
In the school field, the implementation of the curriculum is actually a process of the occurrence of educational events. The implementation of the curriculum itself is the way of the existence of teachers and students, which constitutes their life world. This is to understand the implementation of the school curriculum in the sense of ontology. The implementation of the school curriculum should be from the training to the situational. The training course is implemented strongly. The response effect of the school curriculum to the students, with the behavioral tendency, easily leads to the mechanical way of learning, and causes the lack of true education in the implementation of the curriculum. The implementation of the situational curriculum emphasizes the construction of the actual field of practice concerned with the individual. In this field, the problems encountered by the students and the practice and future of the students are in practice and in the future. At the same time, the implementation of the situational curriculum is not only concerned with the situation of the curriculum, but also on how to create a community of practice concerned with the community. In this case, teachers and students are involved in the implementation of the curriculum as members of the community. The implementation of the situation based curriculum can be divided into three modes: Topic center mode, theme center mode and project center mode.
In the general sense, curriculum evaluation includes evaluation of schools, evaluation of teachers and evaluation of students. This article mainly studies the evaluation of students' curriculum. Under the background of curriculum reform, the school must improve the evaluation system of students' curriculum, not only to evaluate the students' knowledge of knowledge, but also pay attention to the students' learning. The development of course and method and its feelings, attitudes and values. The current student evaluation is mainly a selection evaluation, too much emphasis on results, excessive reliance on "standardization" test, and the evaluation of the "objectivity" trap. The overall performance evaluation of this paper is to understand the school curriculum evaluation in the sense of existentialism. This form of evaluation is a reflection of the life, integrity and process of development of the students. This form of evaluation takes the evaluation of the curriculum as the process of the education of the student itself - the intrinsic component of the educational activities, but not only in the level of an educational aid. The ultimate intention of curriculum evaluation is to develop students' experience in curriculum and achieve the freedom and emancipation of students.
【学位授予单位】：山东师范大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G423

【引证文献】