高校铸牢中华民族共同体意识教育的课程建设逻辑

The Course Construction Logic of Strengthening the Education of Chinese Ethnic Community Consciousness in Universities

高校铸牢中华民族共同体意识教育课程体系是由多元主体在各自组织场域中依据共同的价值志趣构建出的课程集合体。依据课程层次理论,该课程集合体从规划、设计到实施,从决策者、编制者到教师和学生,呈现出理想课程、正式课程、领悟课程、运作课程、经验课程五种形态,并彰显出学科发展逻辑、国家构建逻辑、社会重构逻辑、教育教学逻辑、心理发展逻辑的五维课程建设逻辑。这五种逻辑在理论层面表现出彼此关联、层次递进的特征,但在实践领域也衍生出学科发展和国家构建“去生活化”、社会重构和教育教学“脱域化”、心理发展与行为形塑“知行分离”等内在风险,影响并制约高校铸牢中华民族共同体意识教育的实践效果。为此,需要重新审视高校铸牢中华民族共同体意识教育的课程建设过程,关照不同层级课程建设的内在逻辑,从把握课程属性、关照课程形态、增强课程联系三方面寻求化解风险之道。

The curriculum system for strengthening the awareness of Chinese national community education in universities is a collection of courses constructed by multiple subjects in their respective organizational fields based on common values and interests.According to Goodlaide's curriculum hierarchy theory,this curriculum ensemble presents five forms from planning,design,implementation,decision-makers,weavers,teachers,and students,including ideal curriculum,formal curriculum,comprehension curriculum,operational curriculum,and experiential curriculum.It highlights the five dimensional curriculum construction logic of disciplinary development logic,national construction logic,social reconstruction logic,educational teaching logic,and psychological development logic.These five logics exhibit interrelated and hierarchical self variation characteristics at the theoretical level,but in the practical field,they also derive inherent risks such as disciplinary development and national construction"de living",social reconstruction and education and teaching"delocalization",psychological development and behavior shaping"separation of knowledge and action",which affect and restrict the practical effect of strengthening the awareness of the Chinese national community education in universities.Therefore,it is necessary to re-examine the process of curriculum construction in universities to strengthen the awareness of the Chinese national community,pay attention to the internal logic of curriculum construction at different levels,and seek ways to resolve risks from three aspects:grasping the attributes of the curriculum,paying attention to the form of the curriculum,and strengthening curriculum connections.