论生成课程的理论与实践

Theory and Practice of Emergent Curriculum

生成课程是一种由教师、儿童、课程文本和教育情境等多种因素互动建构生成的非预期、非线性的弹性课程。生成课程起源于西方生成哲学,但与古老的东方文化也有着深厚的渊源。意大利的瑞吉欧课程、美国的PBL教学模式以及我国基础教育课程改革中的综合实践活动都是生成课程的当代表现形态。发展生成课程,教师应充分发现生成课程的审美价值,建构生成课程中的教师实践性知识,关注儿童文化与生成课程的关系。

Emergent curriculum is unexpected, nonlinear and flexible, which is the result of interaction between many factors like teacher, children, curriculum text and educational context. It is derived from the western emergent philosophy, but is deeply related to the old eastern culture. Italian Reggio curriculum, American teaching model PBL and the comprehensive practical activities in the Chinese elementary educational curriculum reform are all the contemporary forms of emergent curriculum. To develop the emergent curriculum, teachers should fully find out its aesthetic value, construct teachers＇ practical knowledge and pay attention to the relationship between children cuhuie and emergent curriculum.