课程研究的文化觉醒——21世纪以来我国课程文化研究

The Cultural Awakening of Curriculum Study——The Study of Curriculum Culture in China since the 21st Century

21世纪以来,我国课程文化研究取得了重大进展,不仅对课程文化的内涵、课程与文化的关系、课程文化的构成要素等基本理论问题展开了探讨,而且对学校课程在全球化与多元文化、课程改革实施与深化、信息技术文化的复杂境况中所遭遇的现实问题进行了探索。这既彰显了课程文化研究的现实关怀与实践品格,也体现了研究视野的开放与理论的创新,以及我国课程研究对自身生存境域、文化传统,乃至研究的主体性、独特性的文化觉醒。展望未来,课程文化研究需要在直面现实问题的同时增强课程文化理论的解释力度,在学科交融中持守课程文化研究自身的内在秉性,在与外域文化和理论的对话中深化和创新本土课程文化研究。

Since the 21st century, great progress has been made in the study of curriculum culture in China. It not only discusses the basic theoretical issues, such as the connotation of curriculum culture,the relationship between curriculum and culture and the constituent elements of curriculum culture,but also explores the practical problems encountered in the school curriculum in the complex situation of globalization and multiculturalism,the implementation and deepening of curriculum reform and the information technology culture. The study of curriculum culture not only shows the realistic concern and practical character of the research of curriculum culture, but also embodies the open view of the research, the innovation of the theory and the cultural awakening of China’s research of curriculum to its own living environment,cultural tradition and even the subjectivity and uniqueness of research. Looking forward to the future,we should strengthen the explanation of the theory of curriculum culture while facing the realistic problems,keep the inherent nature of the research of curriculum culture in the integration of disciplines, and deepen and innovate the study of local curriculum culture in the dialogue with foreign culture and theory.