论我国课程研究的本土意识

Indigenous Awareness in Curriculum Research in China

全球化语境下的课程研究日益呼唤一种本土意识,从本质上讲它是指课程研究中的原创意识、求真意识、自主意识、民族意识。当前我国课程理论界明显缺乏本土意识,表现在传统课程思想的断裂与流失、对外来课程理论的文化仆从心态、局部共同体组织松散、问题域不明确、命题与话语体系的依赖性等。缺乏本土意识的课程研究将危及到自主的文化领导权的保持,弱化研究者的专业敬畏感与自我身份认同,加剧学术浮躁之风。当前致力于研究问题域的转换、探求“体验性”课程研究及学术规范与评价机制改革等几方面,可以作为提高研究本土意识的现实路径。

Indigenous awareness in curriculum research, which essentially reveals the awareness of originality, truth, initiative and nationality, becomes increasingly important in the context of globalization. The absence of indigenous awareness in contemporary theoretical curriculum research is exhibited in the discontinuity and disappearance of traditional curriculum concepts, the slavish imitation of external curriculum theory, the ambiguous issue domain, and the dependence on proposition and language system, etc. Such an absence can result in the loss of independence in leading authority over culture and the weakening of researchers' professional reverence and self-identity, and deteriorate the academia. The contemporary research on the diversion of the issue domain, the probe into “experienced” curriculum, and the reform of academic criterion and assessment system can be regarded as workable approaches to improve the indigenous awareness in curriculum research.