从舍勒的知识观和教育观看德国的课程统整

Curriculum Integration in Germany from the angle of Scheler's Concept of Knowledge and Education

课程统整是美国新进步主义课程流派的重要观念。与美国不同,部分欧洲大陆国家的课程统整理论和实践受到了德国传统教育哲学的影响。舍勒在继承德国古典哲学的基础上,对知识的等级秩序、教育的本质、教养如何实现等问题进行了系统论述。从舍勒的知识等级秩序观和教化的教育观切入能够更深入地理解德国的课程统整理论和实践。舍勒之后,德国的教学论学者根据教化的教育观发展了德国的课程统整理论,并在课程统整中贯穿教化的教育观。以化学教育为例,教化取向的化学课程通过反思的、批判的、哲学的教学方式来实现化学课程统整。德国与美国的课程统整观念虽然存在差异,但在课程实践中二者殊途同归,最后都落脚到知识、社会与个体经验的意义整合。

Curriculum integration is an important concepts of new progressive course genre in the United States.Unlike the United States, the theory and practice of curriculum integration in some continental Europe countries was influenced by Germany＇s traditional educational philosophy. On the basis of inheriting the German classical philosophy, Scheler discussed some issues such as the rank order of knowledge, the essence of education and how to realize Bildung. From the view of knowledge hierarchy and Bildung of Scheler, we can understand the theory and practice of curriculum integration in Germany more deeply. After Scheler, scholars who study teaching theory developed curriculum integration theory according to Bildung in Germany. For Example, Bildung-oriented chemistry education through teaching methods of reflection, critique and philosophy to achieve the curriculum integration of chemical. Although the idea of curriculum integration between Germany and the United States is differences, they have same results in the curriculum practice, which integration between knowledge, social and individual experience tinnily.