基础教育课程文化研究的现状及其启示

Review and Inspiration of Curriculum Culture Research in Basic Education

众多学者充分论述了课程文化的定义、课程的文化传承功能、批判的课程文化观、课程的多元文化观、课程文化的后现代观以及课程的文化要素等诸多方面,其中,国外的研究主要集中在对课程文化的批判研究,我国对课程文化研究则多从"实然"的角度进行了研究,着重于相应的理论阐释,缺少探讨文化的意识形态性。而课程文化研究是"实然"与"应然"的统一,需要研究课程文化本身蕴含的生产主体、消费主体、评判标准等价值属性,挖掘其背后的文化权力逻辑。

There have been sufficient researches on the definitions of curriculum culture, the functions of curriculum＇s imparting and inheriting culture, the critical, multiple and its cultural elements. While the researches abroad mainly focus on the studying the theoretical demonstrations of curriculum culture from the postmoderu views on curriculum culture and criticizing of curriculum culture, ours prefer ＂being＂ point of view, which lacks the exploration of cultural ideology. Since researches of curriculum culture involve the harmony of both ＂being＂ and ＂should be＂ states, such attributes in curriculum culture should be studied such as the producing and consuming principals and evaluating standards, through which the logic of cultural power inside is to be examined.