综合实践活动课程的顽疾与疗救——日常生活批判理论的视角

A Diagnostic Study of Integrated Curriculum of Practical Activities in the Perspective of Critical Theory of Everyday Life

综合实践活动课程推行十多年后,亟需对之进行深刻回顾与检讨,而日常生活批判理论对反思该门课程具有极大的启发意义。笔者认为必须经由教育来造就具有批判性、创新性的个性化个体,以期实现根植于日常生活世界、同时又能超越日常生活世界的目标。从日常生活批判理论的视角看,综合实践活动课程存在着学生主体性孱弱、与学生日常生活疏离、创新性不足、功利主义作秀、竞争性的评价取向等弊端,与此对应,培育学生的主体性、千方百计促使课程扎根于日常生活世界、强化课程的创新元素、祛除功利主义的不良倾向、提倡基于过程和价值的评价是提升综合实践活动课程效果的可行策略。

This paper reviewed the development of Integrated Curriculum of Practical Activity （ ICPA） to diagnostically examine it in the perspective of Critical Theory of Everyday Life that calls on human rationality back to actual life. It believed that education is aimed at training a critical and innovative individual to be rooted in life and beyond. For that purpose, it’s necessary to foster individuals from the perspective of Critical Theory of Everyday Life to solve the problems in ICPA such as the weak students’ subjectivity, deviation from their daily life, lack of innovation, utilitarianism and partial competition of evaluation. Specific solutions are to increase student’s subjectivity, integrate the curriculum into daily life, strengthen its innovative elements, and dispel utilitarianism, along with evaluation based on process and value.