70年课程研究哲学基础的回顾与展望
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摘要
70年来,我国课程研究哲学基础呈现出从"缺位"到"回归"进而"有所发展"的脉络。从哲学分支视域观照,涉及课程本体论、认识论和价值论,以课程认识论为主;从哲学流派观照,包括永恒主义、要素主义、进步主义、改造主义与批判理论研究。但其中中国课程哲学思想相对缺位,亟待深入探析。从课程形态来看,学科课程、活动课程、整合课程和隐性课程的哲学基础得以建构;从课程要素来看,课程设计、课程实施、课程评价、课程管理与领导的哲学基础得以深化。总体而言,相应的哲学基础"表述"多、"运用"少。展望未来,我国课程研究哲学基础的进一步发展,需要回应关于哲学基础的争议、凸显哲学基础的独特价值、创新"互联网+"时代的哲学基础并推进哲学基础的普及工作。
In the 70 years,the philosophical foundation of curriculum research in China has undergone a process from "absence" to "revival" and then "development" . From the perspective of the branch of philosophy,it includes curriculum ontology,epistemology and axiology,but curriculum epistemology is the main theory. From the perspective of philosophical schools,it includes eternalism,essentialism,progressivism,reconstructionism and critical theory. However,the philosophy of curriculum in China is relatively absent and needs to be further explored. From the perspective of curriculum types,the philosophical foundation of subject curriculum,activity curriculum,integrated curriculum and hidden curriculum has been constructed. From the perspective of curriculum elements,the philosophical foundation of curriculum design,curriculum implementation,curriculum evaluation,curriculum management and leadership has been deepened. Generally speaking,there are many descriptive studies and few practical applications in the corresponding research of philosophical foundation. In the future,in order to promote the further development of the philosophical foundation of curriculum research in China,we need to respond to the controversies on philosophical basis,highlight the unique value of philosophical foundation,innovate the philosophical foundation of "Internet +" era and promote the popularization of philosophical foundation.
In the 70 years,the philosophical foundation of curriculum research in China has undergone a process from "absence" to "revival" and then "development" . From the perspective of the branch of philosophy,it includes curriculum ontology,epistemology and axiology,but curriculum epistemology is the main theory. From the perspective of philosophical schools,it includes eternalism,essentialism,progressivism,reconstructionism and critical theory. However,the philosophy of curriculum in China is relatively absent and needs to be further explored. From the perspective of curriculum types,the philosophical foundation of subject curriculum,activity curriculum,integrated curriculum and hidden curriculum has been constructed. From the perspective of curriculum elements,the philosophical foundation of curriculum design,curriculum implementation,curriculum evaluation,curriculum management and leadership has been deepened. Generally speaking,there are many descriptive studies and few practical applications in the corresponding research of philosophical foundation. In the future,in order to promote the further development of the philosophical foundation of curriculum research in China,we need to respond to the controversies on philosophical basis,highlight the unique value of philosophical foundation,innovate the philosophical foundation of "Internet +" era and promote the popularization of philosophical foundation.
引文
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[29]黄清.质的课程研究:原理、方法与应用[M].广州:广东高等教育出版社,2006:41-55.
[30]刘启迪.课程研究的六个维度——基于课程文化哲学的思考[J].当代教育科学,2009(16):3-5,9.
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[32]雷默.音乐教育的哲学:推进愿景(第3版)[M].熊蕾,译.北京:人民音乐出版社,2011:7.
[33]孙正聿.哲学通论[M].北京:人民出版社,2010:180,208.
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[36]王文兵.构建一种新的哲学文化观[J].天府新论,2005(4):97-101
[37]曾文婕.走向整体主义:校本学习研究的方法论诉求[J].教育发展研究,2008(10):43-47.
[38]Ornstein A C,Hunkins F P. Curriculum:Foundations,Principles,and Issues(4th ed.)[M]. Boston:Pearson,2004:57.
[39]Ihde D. Technics and Praxis[M]. Dordrecht:Reidel Publishing Company,1979:18.
[40]Ihde D. Technology and the Lifeworld:From Garden to Earth[M]. Bloomington:Indiana University Press,1990:72-111.
[41]Verbeek P. Cyborg Intentionality:Rethinking the Phenomenology of Human-technology Relations[J]. Phenomenology and the Cognitive Sciences,2008(3):387-395.
[42]库恩.康德传[M].黄添盛,译.上海:上海人民出版社,2008:527.
[2]黄甫全.现代课程与教学论学程[M].北京:人民教育出版社,2006:43.
[3]孙正聿.哲学导论[M].北京:中国人民大学出版社,2000:87.
[4]刘远传.社会本体论[M].武汉:武汉大学出版社,1999:18,3.
[5]李鹏程.当代文化哲学沉思[M].北京:人民出版社,1994:48.
[6]谭辉旭.关于课程哲学基础的思考[J].教育研究,2006(3):66-70.
[7]罗生全.基础教育课程改革的价值论探索[M].重庆:西南师范大学出版社,2013:1.
[8]冯契.哲学大辞典(修订本)(上)[Z].上海:上海辞书出版社,2001:621.
[9]马周周.庄子教育学[M].兰州:甘肃文化出版社,2008:39,43.
[10]王萍.语文课程哲学概论[M].乌鲁木齐:新疆大学出版社,2009:导言5-6.
[11]康海燕.初中语文教科书的人生观研究[M].北京:社会科学文献出版社,2011:82.
[12]郑毓信.数学教育哲学的理论与实践[M].南宁:广西教育出版社,2008:5.
[13]靳玉乐.活动课程与学生素质发展研究[M].重庆:重庆出版社,2001:72,78.
[14]李臣之.综合实践活动课程开发[M].北京:人民教育出版社,2003:13-18.
[15]黄志红.课程整合的历史与个案研究[M].广州:广东高等教育出版社,2013:66.
[16]张传燧.综合实践活动课程的哲学审视[J].湖南师范大学教育科学学报,2004(6):13-18.
[17]靳玉乐.潜在课程论[M].南昌:江西教育出版社,1996:84-85.
[18]施良方.课程理论——课程的基础、原理与问题[M].北京:教育科学出版社,1996:75-77.
[19]威尔斯,邦迪.课程开发:实践指南(第6版)[M].徐学福,陈静,主译.北京:中国轻工业出版社,2007:53-66.
[20]钟启泉,安桂清.研究性学习理论基础[M].上海:上海教育出版社,2003:35-37,44-53.
[21]靳玉乐.合作学习[M].成都:四川教育出版社,2005:51-55.
[22]辛继湘.体验教学研究[M].长沙:湖南大学出版社,2005:116.
[23]杨四耕.体验教学[M].福州:福建教育出版社,2005:33,33-36.
[24]李雁冰.课程评价论[M].上海:上海教育出版社,2002:30,33,46.
[25]曾文婕.评估促进学习何以可能——论新兴学本评估的价值论原理[J].教育研究,2015(12):79-88.
[26]曾文婕,刘成珍.评估何以促进学习——论学习为本评估的文化哲学原理[J].高等教育研究,2017(5):14-20.
[27]亨德森,霍索恩.革新的课程领导(第2版)[M].志平,李静,译.杭州:浙江教育出版社,2005:17-19.
[28]唐德海.大学课程管理的理论与方法研究[M].北京:中国科学技术出版社,2002:100.
[29]黄清.质的课程研究:原理、方法与应用[M].广州:广东高等教育出版社,2006:41-55.
[30]刘启迪.课程研究的六个维度——基于课程文化哲学的思考[J].当代教育科学,2009(16):3-5,9.
[31]丛立新,陈荟.当前我国基础教育课程改革理论问题研究[M].重庆:重庆大学出版社,2013:3.
[32]雷默.音乐教育的哲学:推进愿景(第3版)[M].熊蕾,译.北京:人民音乐出版社,2011:7.
[33]孙正聿.哲学通论[M].北京:人民出版社,2010:180,208.
[34]黑格尔.哲学史讲演录(第4卷)[M].贺麟,王太庆,译.北京:商务印书馆,1997:275.
[35]麦基.思想家:与十五位杰出哲学家的对话(第2版)[M].周穗明,等译.北京:生活·读书·新知三联书店,2004:19.
[36]王文兵.构建一种新的哲学文化观[J].天府新论,2005(4):97-101
[37]曾文婕.走向整体主义:校本学习研究的方法论诉求[J].教育发展研究,2008(10):43-47.
[38]Ornstein A C,Hunkins F P. Curriculum:Foundations,Principles,and Issues(4th ed.)[M]. Boston:Pearson,2004:57.
[39]Ihde D. Technics and Praxis[M]. Dordrecht:Reidel Publishing Company,1979:18.
[40]Ihde D. Technology and the Lifeworld:From Garden to Earth[M]. Bloomington:Indiana University Press,1990:72-111.
[41]Verbeek P. Cyborg Intentionality:Rethinking the Phenomenology of Human-technology Relations[J]. Phenomenology and the Cognitive Sciences,2008(3):387-395.
[42]库恩.康德传[M].黄添盛,译.上海:上海人民出版社,2008:527.