本土课程与教学论:内涵、体系及其特色

Indigenous Curriculum and Instruction Theory: Connotation,System and Characteristic

本土课程与教学论是指本土原生的适应本土的具有本土特色的课程与教学论,特指我国传统课程与教学论。我国本土(传统)课程与教学论的体系是以儒家课程与教学论思想为主线,包括"以学论教"的教学本质论、"君子成人"的课程教学目的论、"教学相长"的教学主体论、"仁礼文行"结合的课程论、"启发诱导"的教学模式论、"知行结合"的教学过程论、系统完善的教学原则论、发达实用的学习方法论、知能结合的教学评价论以及系统成熟的教师论所组成,具有独特的话语表达方式和概念范畴。我国本土课程与教学论是围绕"教学"而非"课程"、围绕"学"而非"教"、围绕"实证"而非"思辨"、围绕"经验"而非"理论"建立起来的,这就与西方课程与教学理论的发展路径明显不同,使它在概念范畴、理论体系、建构方法等方面有着不同于西方课程与教学理论的特色。

Indigenous curriculum and instruction theory, referring in particular to Chinese traditional curriculum and instruction theory, grows in China, adapts to China and has indigenous characteristics. Taking Confucianism as the main line, system of Chinese indigenous curriculum and instruction theory has unique discourse expression and conceptual catego- ry, which contains instruction essence theory of ＂teaching through learning＂, curriculum and instruction purpose of ＂A man of noble character is always ready to help others attain their aims＂, instruction subject theory of ＂Teaching benefits teachers as weU as students＂, curriculum theory of ＂benevolence, propriety, custom and behavior＂, teaching model theory of ＂inducing and enlightening＂, teaching process theory of ＂combination knowing and doing＂ It also includes systematic and complete teaching principle theory, deve!oped and practical learning method theory, teaching evaluation theory of knowl- edge,.with ability ,and, mature teoeher theory. ,Chinese indigenous .curricutum and instruction theory centers on ＂instruction＂ rather than ＂curnculum＂ . learning rather than 1caching , practical, rather than ＂speculative＂, ＂empmeal＂ rather than ＂theoretical＂, whichmake it present different developing route and have particular ＇characteristics on conceptual category, theoretical system and construCtion method