课程与生活——来自思想考古学的启示

Curriculum and Life

思想考古学作为方法论,在历史观上表现为非连续性,在主体观上表现为非中心化,在知识观上表现为实践性,在语言观上表现为不确定性。这些观点对于把握课程与生活之间的关系提供了一种理论视角。从思想考古学的角度去考察课程与生活的关系,意味着对教育史上学生生活状况的挖掘与揭示,这种研究视角对我国当前的基础教育课程改革同样具有启示意义,即课程在生活之中,课程改革应在充分理解“生活已然”的基础上,激发学生的求知热情,让他们享受到课程中的生活之乐。

As a methodology, ideological archaeology displays the natures of discontinuity in terms of historic perspective, no center in terms of subjective viewpoint, practicability in terms of knowledge and uncertainty in terms of language. The above viewpoints provide a theoretical angle to grasp the relationship between curriculum and life. The observation of the relationship between curriculum and life from the angle of ideological archaeology implies the exploration for discovery of students' life status. Such viewpoint in research is of enlightening significance for the present reform of basic education curriculum in China. Namely, curriculum exists in life. Curriculum reform must be based on the full understanding of 'life conditions' for arousing students' enthusiasm for knowledge and enabling them to enjoy the happiness of life in curriculum.