“地域”还是“境域”——校本课程开发中知识选择的思考

Geography or Condition: Reflections on the Selection of Knowledge in School-Based Curriculum Development

知识选择是课程开发的基本问题。澄清校本课程开发的知识基础,有利于提升校本课程开发的实效性。地域性知识观照下的校本课程开发,割裂了学校、地方、国家三级课程管理的层递关系,无法对校本课程开发中的知识进行价值辩护,存在窄化与浅层化课程知识的局限。境域性知识强调知识的语境性、地方性和动态性,对于优化三级课程管理、彰显校本课程开发特色、确证师生作为知识选择主体具有积极意义。其中,问题情境的构建、开放文化的形成和立足内部眼界的方法论主张是彰显境域性知识的基本策略。

Knowledge selection is the basic issue in curriculum development. Clarifying the knowledge basis has great significance in highlighting the characteristics of SBCD. SBCD under the geographical knowledge perspective divide the three-level curriculum managerial system of school, local government, and central government, lack of defense for the value of knowledge and makes narrow range for knowledge selection. On the other hand, the conditional knowledge perspective contr/hutes to the rebuilding of the relationship among school, local and central governments in curriculum development, highlight the characteristics of SBCD, and put the teacher and students at the central of knowledge selection in SBCD. Problem situation, open culture and internal horizons are the basic strategies for SBCD.