从我国课程标准的百年变迁看“什么知识最有价值”

Contemplation on “What Knowledge Is the Most Valuable” from the Perspective of the Development of Curriculum Standards in China

课程标准是国家用来规范教育教学的指导性纲领。课程标准通过培养目标、课程设置、组织实施、教学评价等方面具体化展现国家人才培养的知识标准。课程标准文本变迁的背后是对“什么知识最有价值”的追问。中国社会百年发展,“学以为用”“共同价值”“文化要素”“德性意义”等不同形态的知识逻辑,先后出现于我国不同时期课程标准的话语叙述和文本结构中。实际上,课程标准在编写中只有更好地兼顾“课程理论”“学生”和“社会”发展之间的内在关联,才能彰显知识的科学性、思想性和文化性。

As official document,curriculum standards concretize national educational policies in the form of text and is a concentrated reflection of the value of“what people to cultivate”and“how to cultivate people”at different times.With the development of Chinese society,there are differences in educational objective and policy,which are reflected in curriculum standards,including changes in expression,content adjustment and project addition and deletion in terms of school cultivation objective,curriculum design,organizational implementation and exam evaluation.The essence of this change is asking“what knowledge is the most valuable”.During the late Qing dynasty and the Republic of China,curriculum standards emphasized pragmatic knowledge.Curriculum arrangement is designed around the characteristics and future life of children.The specific content includes the element necessary for daily experiences and life and pays attention to the proficiency of students in applying knowledge.During the early stage of the People's Republic of China,curriculum standards were formulated based on“common values”as the yardstick for knowledge selection.During the period of socialist modernization construction,the knowledge presented in curriculum standards is“common cultural element of humanity”that transcends time and space.During the stage of building a moderately prosperous society in an all-round way,curriculum standards regards human virtue meaning construction pointed to human beings as the standard for measuring the value of knowledge in improvement.Looking at the changes in curriculum standards over the past century,in the process of questioning“what knowledge is the most valuable”,curriculum theory research,student growth,and the context of time have all had impact on it.The development of curriculum theory is the logical category of curriculum standards formulation which establishes the theoretical value of knowledge selection.Student development is the practice basis of curriculum standards formulation which establishes the ethical value of knowledge selection.Social development is the cultural background for curriculum standards formulation which establishes the normative value of knowledge selection.To truly unleash the educational value of curriculum,it is necessary to achieve the coordination and unity of curriculum theory,student growth and social development.