语文课程的层级单位、疆界、维度及古今问题

On the Units,Boundaries,Dimensions,and History of Chinese Curriculum

本文从层级单位、疆界、维度、古今四个方面,拓展语文课程研究的视域。课程有科目、具体形态的课程、单元、课节这四个层级单位,语文课程研究的重心将移到单元这一层级单位。语文课程应该是双轨的:一轨是作为中小学独立科目的"语文",一轨是体现在中小学所有科目中的(跨)学科阅读和(跨)学科写作。语文课程要划分内容知识维度和过程技能维度,并关注两者平衡及其关联。古典诗文的教学应"以古对古",在双轨语文课程的框架下,落到单元这个层级单位、重心放在内容维度的"文史哲融合",是可探索的路向。

The paper expands the research scope of the Chinese curriculum from the perspectives of the units, boundaries, dimensions, and history. The curriculum can be categorized into four levels of subject, specific course, unit, and lesson, while the focus of research on the Chinese curriculum should move to the unit. The Chinese curriculum should be dually divided as the independent subject of Chinese at primary and secondary school as well as interdisciplinary reading and writing among all the subjects at the primary and secondary schools. Chinese curriculum should contain the dimension of content and process and focus on the balance and correlation between content and process. Under the framework of the dual-rail Chinese curriculum, the teaching of the classic poems should integrate on the level of units and with the content of Literature, History, and Philosophy.