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学校课程建设的辩证逻辑


作者:徐继存   2019年01月11日


                   学校课程建设的辩证逻辑* (2018年第12期)

                                      徐继存

  [摘 要] 学校课程建设是在不断解决学校现实课程问题的过程中得以展开和推进的,因而学校的现实课程问题应该是学校课程建设的逻辑起点。如果承认学校的现实课程问题是学校课程建设的逻辑起点,那么学校课程建设就需要冲破同一性逻辑的羁绊,遵循非同一性的逻辑。学校课程建设不仅是一个理论问题,更是一个实践问题。只有回到学校课程建设的实践活动中,将学校课程建设的辩证逻辑转化为学校课程建设的实践理性,才能真正提升学校课程建设的成效,推进学校的改革与发展。为此,学校课程建设必须处理好继承与创新、现实与理想以及自由与规范之间的辩证关系。

  [关键词] 学校课程;非同一性;辩证逻辑;实践理性

  [作者简介] 徐继存,山东师范大学教育学部常务副部长、教授 (济南 250014)

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  * 本文系国家社会科学基金2017年度后期资助项目“教学的自识与反思”(项目编号:17FJK002)的研究成果。

                         The Dialectical Logic of School Curriculum Construction

                                               Xu Jicun

  Abstract: School curriculum construction is launched and advanced by means of solving the actual school curriculum problems, which are supposed to be the logical starting point of school curriculum construction. If this holds water, school curriculum construction needs to break through logic identities by following the logic of non-identities. School curriculum construction is not only a theoretical issue but also a practical issue. Only by returning to the practice of school curriculum construction to transform the dialectical logic into practical rationality can we raise the efficiency of school curriculum construction, and push forward the school reform and development. Therefore, it is a must to properly deal with the dialectical relationship between inheritance and innovation, reality and ideals, and freedom and norms.

  Key words: school curriculum; non-identity; dialectical logic; practical rationality

  Author: Xu Jicun, Executive Deputy Dean & professor of Faculty of Education, Shandong Normal University (Ji'nan 250014)