学校德育体系课程化的空间逻辑

The Spatial Logic of the Curriculum for Moral Education System in School

空间性是作为课程的学校德育体系的重要特征。学校德育改革的系统观念、当代课程研究的空间转向与德育空间研究的方法转向都要求学校德育体系课程化“把空间作为方法”。空间视角下的学校德育体系是一种伦理空间和课程空间,学校德育体系课程化的空间本质为“化空间为地方”。学校德育体系课程化实践是一种空间实践,大致包括三方面内容:(1)在课程设计上,将德育目标转换为空间伦理,建构预期的伦理空间;(2)在课程实施上,将空间伦理转换为个体经验,师生亲历课程空间与空间伦理;(3)在课程评价上,将学校空间转换为弹性空间,赋予学校德育课程空间以自由性、差异性与延展性。

Space is an important feature of moral education system as curriculum in school.The system concept of moral education reform,the space turn of contemporary curriculum research and the method turn of moral education space research all require that the curriculum of moral education system“take space as a method”.From the perspective of space,the moral education system in school is an ethical space and curriculum space.The spatial essence of the curriculum of the moral education system in school is“turning space into place”.The curriculum practice of moral education system is a kind of spatial practice in school,which roughly includes three aspects:(1)In curriculum design,the goal of moral education is transformed into spatial ethics,and the expected ethical space is constructed;(2)In the implementation of curriculum,space ethics is transformed into individual experience,and teachers and students personally experience curriculum space and space ethics;(3)In the course evaluation,the school space is transformed into a resilient space,giving the moral education space freedom,diversity and extensibility in school.