课程研究的实践逻辑——中介方法论的思考

The Practical Logic of Curriculum Research——Thoughts on the Intermediary Methodology

课程理论具有很强的实践性,理论与实践的关系问题是课程理论研究的核心问题。然而,以理论与实践的关系为主要考察点,当代课程理论依然面临着两大危机:一是旁观者课程理论;二是平庸化课程理论,导致危机的根本原因是在解决课程理论与实践的关系问题上没有找到新的方法论。综合施瓦布与布迪厄的思想发现,实践逻辑既不是“理论逻辑”,也不是“价值逻辑”,而是一种“历史逻辑”,实际上是既非遵循客观主义者的理性概念抽象地把握实践,亦非遵循主观主义者的个人价值把握实践,而是在实践自身的历史生成过程中把握实践的中介方法论,因此,其关键属性是融合性、关系性与生成性。以实践逻辑作为中介方法论,以亲历实践为案例,通过实践情境还原、实践语言表达、实践引导思维、实践参与角色尝试课程理论的转化,以期实现课程理论与实践的双向建构。

Curriculum theory has a strong practicality,the relationship between theory and practice is the core issue of curriculum theory research.However,taking the relationship between theory and practice as the main inspection point,contemporary curriculum theory still faces two major crises:one is the bystander curriculum theory,the other is mediocre curriculum theory.The root cause of the crisis is that no new methodology has been found in solving the relationship between curriculum theory and practice.According to the findings of Schwab and Bourdieu,it is found that practical logic is neither“theoretical logic”nor“value logic”,but a kind of“historical logic”.In fact,it neither follows the rational concept of objectivists to grasp practice abstractly,nor follows the personal value of subjectivists to grasp practice,but grasps the intermediary methodology of practice in the history of the practice itself.Therefore,its key attributes are fusion,relationship and generative.Finally,by using practical logic as an intermediary methodology,using hands-on practice as a case,through the practical situation reduction,practical language expression,practical guidance thinking as well as practical participation role,it will be possible to realize the two-way constructions of curriculum theory and practice.