新时代背景下中国特色现代课程论学科建设的问题与反思

Problem and Reflection on the Disciplinary Construction of Modern Curriculum Theory with Chinese Characteristics in the New Era

我国课程论在研究对象、研究方法、学科性质、学科基础、学科体系等方面取得了一定的进展,但在新时代背景下,课程理论建设需要结合课程改革的实践诉求,创建中国特色现代课程论学科体系。课程本质规定着课程研究的方法论取向,是课程论研究的逻辑起点。课程作为一门“文本”与“行动”、“理论设计”与“实践实施”相统一的学科,形成中国特色课程论的理论体系并引领中国基础教育课程改革的发展,是当前我国课程论学科建设必须解决的两大任务。中国特色现代课程论的学科建设,在学科内涵上,要反映从教育研究到课程研究的学科关系;在方法逻辑上,要体现理论逻辑与实践逻辑的相互统一;在学术话语上,要形成中国特色概念与理论话语的独特表达。

Some progress has been made in curriculum theory in China, such as research object, research method, disciplinary nature, disciplinary basis and disciplinary system. However, in the new era, curriculum theory construction needs to combine the practical demand of curriculum reform to create modern curriculum theory disciplinary system with Chinese characteristics. Curriculum nature prescribes the methodological orientation of curriculum research and is the logical start of curriculum theory research. Curriculum is a discipline integrating text and action, and theoretical design and practical implementation. Constructing the theoretical system for curriculum theory with Chinese characteristics and leading the development of curriculum reform of basic education in China are two major tasks in the disciplinary construction of curriculum theory in China. The disciplinary construction of modern curriculum theory with Chinese characteristics should reflect the disciplinary relationship from educational research to curriculum research in terms of subject connotation, embody the unity of theoretical and practical logic in terms of methodological logic, and formulate the unique expression of concept and theoretical discourse with Chinese characteristics in terms of academic discourse.