课程研究的范式:本土化与中国化

The Curriculum Study Model:the Localization and China Melt

从一般意义上讲,课程研究范式涉及本体论、认识论与方法论三个部分。对某种研究范式盲目地推崇与应用并不是理性的选择。课程理论作为教育科学的组成部分,在理论研究与实践发展过程中需要确立共同的“研究范式”,以保持课程理论基础和实践规范的统一。在研究课程范式问题时,我们有必要认真思考“本土化”课程研究在当代中国教育中的地位与使命。所谓“课程研究中国化”是指外来课程的合理因素与中国教育的实际相结合,提倡课程研究在中国教育中的具体范式与具体运用,确立中国课程研究的主体性。为了推动课程研究中国化的进程,强化课程研究的中国问题意识、课程研究的流派意识是必要的。

On the general significance, the curriculum paradigm involves the ontology, the epistemology and the methodology. Full copying of some kind of research model without consideration and blind application certainly are not the rational choice. The curriculum theory, as part of education science, needs to establish the common ＂research model＂ in the fundamental research and in the practice developing process, maintain the curriculum rationale and the practice standard unification. To localize the curriculum study in China, we need to integrate appropriate elements of foreign curriculum with the actual practice of Chinese education and promote the application of curriculum studies in the Chinese circumstances with a view of establishing Chinese schools of curriculum thought. This is called the ＂curriculum study localization in China＂. In order to push forward the localization of curriculum study in China, the author argues that it is necessary to focus on Chinese issues and the establishment of different schools of thought.