摘要
在现代化语境下,课程理论与实践面临着将人抽象化、工具化的危险,因此超越技术理性的宰制、构建生命形态的课程范型,这是中国课程变革的大方向。课程探究必须认真吸取现代人学思想的营养,在对“具体的人”的关注中,构建课程人学的叙事框架和话语谱系,才能走出“人之异化”的危机。
Under modernized linguistic context, the course theory and practice may face a serious problem, i.e. People will be considered abstractly and regarded as a tool. Curriculum study must go beyond the hedge of technical-rationality. After paying more attention to the individual person, we can construct a more vivid curriculum.
出处
《湖南师范大学教育科学学报》
2007年第2期42-46,共5页
Journal of Educational Science of Hunan Normal University
关键词
课程
探究
人学
curriculum
inquiry
menology
