试论学校课程设计的二度回归:哲学考量与实现路径

A Preliminary Study of Two-dimensional Return of School Curriculum Design: Philosophical Assessment and the Route of Achievement

课程改革的主要特征是课程体系的重构。在十多年的实验推进中,很多学校为了顺利达成与课改理念相匹配的课程体系,基于自身实际进行课程的重新设计,实现了三级课程结构向学校单一维度的回归,即将"给定的课程"变为"本校的课程",但仅到这一层面是不够的,还需要基于学生这一课程的最终受体,进行课程设计的二度回归,即基于学生独立价值重新确立课程设计的组织逻辑,着眼学生的发展需要设计课程目标,促进课程内容关联学生生活,设计课程实施途径与方式符合学生认知规律,让课程真正回归学生,成为学生健康成长的核心载体。

The main characteristics of curriculum reform is the re-construction of curriculum system. Within more than ten years, experimental research, in order to establish the school curriculum system matched with contemporary theory of curriculum reform, many schools started reform from their own conditions, and finally have transformed the three-layer curriculum structure into a school-based curriculum structure, namely to transform “the given-curriculum” into “school-based curriculum” which was called as one-dimensional return. A great achievement as it is, it is not enough. Considering the final beneficiary-students, we should try a two-dimensional return. That is to establish logical organization in curriculum design in accordance with student＇s individual value, to draw up curriculum objective based on student＇s future development, to integrate curriculum content with student＇s daily life and to adopt experimental method according to student＇s cognitive law. In a word, we should make curriculum truly return to students and become a core carrier in the process of their happy growth.