课程想象力:现实诉求、基本逻辑及路径选择

The Curriculum Imagination:Realistic Demands, Basic Logic and Path Selection

课程想象力的提出着眼于课程诸多方面的现实诉求:多元化的课程目标需要以形象化的方式呈现出来;相对脱离生活的课程内容需要加强对认识对象生动的了解;依赖教科书的课程实施需要给课程留有创生的空间;指向学业成就的课程评价需要探索多样化的评价标准。本研究从本体论、方法论、认识论和价值论四个方面分析课程想象力的基本逻辑:彰显课程目标的课程想象力;支撑课程技术的课程想象力;指向课程思维的课程想象力;凝聚课程智慧的课程想象力。依此,课程想象力的培育应强化课程想象意识,为课程想象提供牵引;丰富课程经验,为课程想象拓宽视域;利用"问题引导",构建网络化思维;不断提升课程想象的品位,彰显课程想象"力"。

The curriculum imagination focuses on the realistic demands of many aspects of the curriculum: multivariate and general curriculum objectives should be presented in a visualized manner; the curriculum content which is relatively out of life should be adjusted to be vividly understood by students; course implementation that rely on textbooks should leave a space for the creation of curriculum; criteria of curriculum evaluation which related to academic achievements should be explored and diversified. This paper analyzes the basic logic of curriculum imagination from the perspectives of ontology, methodology, epistemology, and value theory: the curriculum imagination that highlights the curriculum objectives; the curriculum imagination that supports curriculum technology; the curriculum imagination that points to curriculum thinking; the curriculum imagination that reflects curriculum wisdom. In this way, the cultivation of curriculum imagination should strengthen the consciousness of the curriculum imagination to provide the traction for curriculum imagination, enrich the curriculum experience to broaden the horizon of curriculum imagination, use "problems as guidance" to build network thinking, and continuously improve the taste of curriculum imagination to highlight the "power" of curriculum imagination.