学校课程统整实践中的三重误区及其超越

Three Kinds of Miscomprehension on Curriculun Integration and It's Surpassing

当前我国学校课程统整实践中存在着的三重典型误区:范畴上把"课程统整"等同于"多学科"或"科际统整",窄化课程统整为学科课程精细化运作的技术手段;在价值取向上重"知识"而轻"经验"、"社会",舍本逐末难以通达统整课程"统整育人"之本义;在方法上陷入"统"、"整"割裂的二元论,"统而不整"或"整而不统",阻碍学校课程结构优化。对学校课程统整的错误认识,有其深刻的内在原因。正本清源,回归课程统整本性,关键要跳出"纯粹技术"限制,从"课程观"的层面把握课程统整,超越"知识中心"建立"人"与"社会"整全发展的信念,打破"统"、"整"二分藩篱,实现课程统整的协同推进。

There are three kinds of miscomprehension on theoretical study and practice research of curriculum in- tergration.First,in the perspective of category,we always equate curriculum intergration with subject curriculum and multi-subject curriculum.And this narrows curriculum integration into the progress of elaborating subject curriculum. Second, in the perspective of value, we always emphasize knowledge, ignoring experiences and society, attending to trifles and neglect the essentials,which cannot educate students wholly.Third,in the perspective of method,we always splite the relation of ＂unify＂ and ＂join＂ ,just emphasize the one and ignore the other one ,which hinders optimizing the curriculum structure.There are several internal reasons for the problems above.In order to arrive at the original meaning of curricu- lum integration,we should get rid of ＂technicism＂, recognize curriculum integration in the perspective of curriculum, surpass ＂knowledge＇and build wholly-developing belief, transcend dualism and realise synergetic development of cur- riculum integration.