以智育德以德润智“德智交融”课程知识观及知识要素解析——以数学课程为例

Analysis of Outlook of Curriculum Knowledge and Knowledge Factors of Blending Intellectual and Moral Education

立德树人须建设“德智交融”之课程:以智育德,以德润智。“德智交融”课程应该回归知识实在性为基础的社会文化知识观,注重知识实在性、实践性与社会性的融合,弥补学校课程知识与社会实践知识之间存在的裂痕。由于外显知识是“结果型”的,而思想方法和数学文化等内隐于“水面”之下,需要通过社会化,或外化,或内化,或综合化途径转化为学生思维可以觉察的状态;同时,立德树人要求教学的知识取向与文化取向走向融合,从而需要从数学知识的结果实在意义要素、文化要素、理解要素(包括知识的过程要素、情境要素、逻辑要素)对知识进行解析,实现立德树人教育目标。

Moral education should include the curriculum blending intellectual and moral education.The curriculum should go back to the sociocultural knowledge perspective,which is based on practical knowledge,and take heed to the practicality of knowledge and the integration of practicality and sociality to fill the gap between curriculum knowledge in school and social practical knowledge.Since explicit knowledge is consequence⁃oriented,while thinking methods and mathematics culture are tacit,which could only be perceived by students through externalizing,internalizing,or integrating.Moral education requires the combination of knowledge⁃oriented and culture⁃oriented education.Therefore,the analysis of knowledge according to consequence practical elements,culture elements and understanding elements of mathematics knowledge(including process,context and logic)is suggested to achieve moral education.