课程探究的学科方式

Disciplinary Approach of Curriculum Inquiry

在我国的课程研究领域,一直存在借鉴其他学科的理论和方法来探究课程问题的传统,其中最常见的传统学科方式是哲学方式、心理学方式和社会学方式。随着社会的进步和发展,课程探究开始借鉴文化学、政治学、生态学来寻求课程问题的解决路径,这些可以被称为课程探究的现代学科方式。我国学者在采取不同学科方式推进课程探究的过程中,出现了不同学科方式难以融合、学科方式之于课程探究的适切性遭到忽视、对不同学科中的本土元素发掘不足等问题。因此,我国课程探究在汲取其他学科的理论和方法时,应综合运用学科方式,构建整体关怀的课程理论学术体系;精准把握学科方式,确立边际明确的课程理论学科体系;充分挖掘本土元素,创生本土特色的课程理论话语体系。

In the field of curriculum research in China,there has always been a tradition of learning theories and methods from other disciplines to explore curriculum issues,with the most common traditional disciplinary approaches being philosophical,psychological and sociological.With social progress and development,curriculum inquiry has begun to learn from cultural studies,political science and ecology to solve curriculum issues,which can be referred to as its modern disciplinary approach.In the process of curriculum inquiry with different disciplinary approaches,Chinese scholars have encountered problems such as difficult integration of disciplinary approaches,neglect of the relevance of disciplinary approaches,and insufficient exploration of local elements in different disciplines.Therefore,when drawing on the theories and methods of other disciplines,curriculum inquiry in China should comprehensively apply disciplinary approach and construct holistic curriculum theory academic system,grasp disciplinary approach and establish a curriculum theory disciplinary system with clear boundaries,and fully tap into local elements and create a curriculum theory discourse system with local characteristics.