摘要
课程问题的多重属性，客观要求课程理解和课程观应超越“单一要素论”。同时，应超越“作为事实”课程观的局限，倡导基于课程理解和课程研究中的价值思维和过程思维，主张“作为实践”的课程观。
The multiple property of curriculum requires us to go beyond the one-side-theory in curriculum understanding and curriculum outlooks. At the same time, we should exceed the limit of the outlook of taking curriculum as a fact, and advocate the value thinking and process thinking based on the curriculum understanding and research, and take curriculum as a practice.
出处
《课程．教材．教法》
CSSCI
北大核心
2008年第1期3-8,共6页
Curriculum，Teaching Material and Method
关键词
课程问题
“作为事实的课程”
“作为实践的课程”
实践课程观
课程理解
curriculum problems
＂ curriculum as a fact＂
＂ curriculum as a practice＂
the curriculum outlook of practice
curriculum understanding
