麦克·杨“强有力的知识”及其对我国综合实践活动课程改革的启示
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摘要
我国综合实践活动课程在实施过程中由于过于关注学生的个体体验,忽视公共经验,导致其在课程内容和课程效果方面出现了诸多问题。麦克·杨"强有力的知识"理论强调知识的客观性与社会性的统一协调、不带有政治色彩的知识才是"更好的知识"、学校教育应注重学生系统性知识的获取、追求教育公平等理念,其对我国综合实践活动课程改革的知识取向的确立、课程内容的安排、实施渠道的拓宽、实施效果的提升、课程最终目标的达成等方面都有所启示。
Excessive attention has been paid to the personal experience of the students in China's integrated practical activities curriculum,which results in a lot of problems related to the content and effectiveness of the curricula. Michael F. D. Young 's "powerful knowledge " emphasizes the objectivity and sociality of knowledge,the "better knowledge"which is free from political influence,the pursuit of systematic knowledge,and the idea of educational fairness,which has positive implications for the establishment of curriculum orientation,the arrangement of curriculum contents,the widening of implementation channels,the improvement of implementation effect and the ultimate goal of curriculum in China's integrated practical activities curriculum reform.
Excessive attention has been paid to the personal experience of the students in China's integrated practical activities curriculum,which results in a lot of problems related to the content and effectiveness of the curricula. Michael F. D. Young 's "powerful knowledge " emphasizes the objectivity and sociality of knowledge,the "better knowledge"which is free from political influence,the pursuit of systematic knowledge,and the idea of educational fairness,which has positive implications for the establishment of curriculum orientation,the arrangement of curriculum contents,the widening of implementation channels,the improvement of implementation effect and the ultimate goal of curriculum in China's integrated practical activities curriculum reform.
引文
[1]李臣之.综合实践活动课程教学论[M].广州:广东高等教育出版社,2007:1.
[2]张华,仲建维.综合实践活动课程设计框架研究[J].全球教育展望,2008(2):35-41.
[3]赵书超.综合实践活动课程:理念与价值[J].全球教育展望,2011(9):19-24.
[4]YOUNG M.Bringing Knowledge Back in:From Social Constructivism to Social Realism in the Sociology of Education[M].London:Routledge Press,2008.
[5]STOLMAN J,LIDSTONE J,KIDMAN G.Powerful Knowledge in Geography:IRGEE Editors Interview Professor David Lambert,London Institute of Education,October 2014[J].International Research in Geographical&Environmental Education,2015(24):1-5.
[6]YOUNG M,LAMBERT D,ROBERTS C,ROBERTS M.Knowledge and the Future School:Curriculum and Social Justice[M].London:Bloomsbury Academic,2014:74-76.
[7]张建珍,许甜,兰伯特.论麦克·杨的“强有力的知识”[J].清华大学教育研究,2015(6):53-60.
[8]王秀玲.综合实践活动课程实施存在的主要问题分析[J].当代教育科学,2011(10):16-17.
[9]张华,李树培.论综合实践活动课程开发的社会维度[J].教育发展研究,2008(18):64-71.
[10]欧用生.从综合活动课程谈台湾课程统整的趋势[J].全球教育展望,2002(4):14-20.
[11]潘瑶珍.迈向深度学习:基于核心概念的综合实践活动课程单元[J].全球教育展望,2009(5):15-18.
[12]陈峰津.杜威教育思想与教育理论[M].福州:福建教育出版社,2015.
[2]张华,仲建维.综合实践活动课程设计框架研究[J].全球教育展望,2008(2):35-41.
[3]赵书超.综合实践活动课程:理念与价值[J].全球教育展望,2011(9):19-24.
[4]YOUNG M.Bringing Knowledge Back in:From Social Constructivism to Social Realism in the Sociology of Education[M].London:Routledge Press,2008.
[5]STOLMAN J,LIDSTONE J,KIDMAN G.Powerful Knowledge in Geography:IRGEE Editors Interview Professor David Lambert,London Institute of Education,October 2014[J].International Research in Geographical&Environmental Education,2015(24):1-5.
[6]YOUNG M,LAMBERT D,ROBERTS C,ROBERTS M.Knowledge and the Future School:Curriculum and Social Justice[M].London:Bloomsbury Academic,2014:74-76.
[7]张建珍,许甜,兰伯特.论麦克·杨的“强有力的知识”[J].清华大学教育研究,2015(6):53-60.
[8]王秀玲.综合实践活动课程实施存在的主要问题分析[J].当代教育科学,2011(10):16-17.
[9]张华,李树培.论综合实践活动课程开发的社会维度[J].教育发展研究,2008(18):64-71.
[10]欧用生.从综合活动课程谈台湾课程统整的趋势[J].全球教育展望,2002(4):14-20.
[11]潘瑶珍.迈向深度学习:基于核心概念的综合实践活动课程单元[J].全球教育展望,2009(5):15-18.
[12]陈峰津.杜威教育思想与教育理论[M].福州:福建教育出版社,2015.