课程存在的时间化历程——课程研究问题史的文化哲学解读

History of Curriculum Existence--on the Curriculum Research from the Perspective of Cultural Philosophy

课程研究的问题展示了不同历史阶段课程研究者所面临的紧张状态。在课程时空存在的历史中,课程从计划性维度走向非计划性维度。在计划的视野下,课程研制者将流淌的时间简化为空间的平面。随着课程参与者的不断争取,每一个课程参与者都在不同的时空里实现了课程研制,从而构造出一幅分形存在的计划。同时,这种努力将问题领域拉到非计划维度,研究者开始关注课程实施,关注超越时空的空白课程。课程评价领域也发生着同样的价值转向:从目标核准的评价到动态生成的评定。而所谓的课程存在的时间化历程正是人的优化的历程。

Curriculum research demonstrates the tense state curriculum researchers were faced with in the different historical stages. During the history of the existence of curriculum space and time, curriculum underwent the shift from plan to extra -plan dimension. From the perspective of plan, researchers simplify the time into space plane. With the curriculum participants＇ struggle, each participant completed the curriculum design in the different time and space, thus the appearance of fractal structure of curriculum. This struggle finally facilitates the studies on curriculum implementation and null cun＇iculum. The same trend appears even in curriculum evaluation, from the evaluation with the fixed aim to the developmental assessment. The so - called history of curriculum existence is just the process where humans were optimized.