社会本位课程文化研究

Research on Community-oriented Curriculum Culture

课程文化是在不断运动、发展和进化的过程中获得其持续生命力的,是在教育进步、社会变革和经济发展等多种因素推动下形成其基本价值取向的。根据约瑟夫的课程文化理论,社会本位课程文化可以视为一种内容最为丰富和发展最为成熟的课程文化,强调课程应以社会需求或改革为核心,采取的是一种批判主义取向的课程价值立场,体现了显著的实用主义与民主主义倾向。实用主义课程文化秉持一种关注理论与实践之间联系的哲学传统,强调教学目标应以课程本身能够应用于真实世界作为原则,致力于通过完整的目的性活动,培养出擅长于发现和解决现实问题的人才,从而将学校与职场联接起来。民主主义课程文化倡导学生和教师的民主化生存与共处,致力于通过强调平等的权利、开放的心态、自由的知识传播环境以及多元化的沟通交流,在个体与群体之间建立起一种平衡。当前,社会本位课程文化作为一种价值取向,一种时代潮流,已经成为大学课程教学改革的基本导向。

Curriculum culture obtain its continuing vitality in the process of continuous movement, development and evolution, form the basic value orientation under the promoting of multiple factors including educational progress, social change and economic development. According to Joseph ’s theory of curriculum culture, community-oriented curriculum cul-ture can be regarded as a kind of culture which content is the most abundant and development is the most mature cur-riculum, emphasized that the curriculum should take the social needs or reform as the core, takes a critical-oriented cur-riculum value standpoint, reflects the significant tendency of pragmatism and democracy. Pragmatism curriculum culture up-holds the philosophy focusing relationship between theoretical and practical, emphasizing the principle that teaching goal should be to the curriculum itself can be applied in the real world, is committed to cultivate talents who are good at dis-covering and solving practical problems through complete purposeful activities, then the school and workplace connected. Democracy curriculum culture advocate democratic existence and coexistence of students and teachers, is committed to es-tablish a balance between individual and group through equal rights, open mind, free knowledge disseminating environment and a wide range of communication. At present, as a value orientation and a trend of the times, democracy curriculum culture has become the basic orientation of university curriculum teaching reform.