基于学科的课程整合:内涵、框架与行动逻辑--知识社会学理论的视角

Discipline-based Curriculum Integration Based on Bernstein's Approach to the Sociology of Knowledge:The Theoretical Concepts,Analytical Framework and Enactment Logic

巴兹尔·伯恩斯坦(Basil Bernstein)知识社会学理论为我们提供了一种超越分科与综合两极论的课程整合方案——基于学科的课程整合。该方案要挑战的不是学科课程,而是以知识本身价值为唯一追求,难以激发活力的课程体系。基于学科的课程整合要求实践者以我国课程育人的规约性话语为整合路向,以协调教导性话语背后的权力与控制关系为整合进路,遵循知识的“生产—再语境化—再生产”机制,理解并筛选学科大概念作为关系性概念,在整合后的教育话语指引下重组课程内容,进而开展高品质的整合教学实践。

From the perspective of Basil Bernstein's approach to the sociology of knowledge,curriculum integration is a continuous action of curriculum innovation.The coordination of power relations and control modes behind curriculum knowledge should be considered basic integration paths.Besides,the enactment logic of curriculum integration follows the mechanism of knowledge production and reproduction.To sum up,discipline-based curriculum integration should take the following steps:select disciplinary big ideas from official curriculum texts,reorganize the curriculum experiences under specific power relations and carry out the effective instructional practice.