课程话语的学科价值、落差形态及发展机制

The Discipline Value,Gap Form and Development Mechanism of Curriculum Discourse

作为语言符号和价值观念的统一体,人类一切活动都无法脱离话语而存在,课程论学科亦无法脱离课程话语而独立自存。从课程话语的学科价值来看,其作为课程论的话语命题、话语结构和话语知识,演绎、诠释和形塑着课程理论及其内在结构关系,并在助推话语体系建设中实现构建中国特色课程论学科这一宏伟目标。然而,由于课程话语在课程形态转换中会形变生成不同的话语系统,使其面临客观存在的话语意图、思想及演绎逻辑落差,表现为课程主体的多元与话语系统的相对独立、课程话语内容的繁盛及思想指向迥异、课程话语形式的多样及叙事风格悬殊。由此,构建良性互动的话语联结机制、确立“心通器道”的话语转化机制、建立互利共生的话语行动机制是促进课程话语自觉、实现课程话语发展的重要路径。

As a unity of language symbols and values,all human beings cannot exist without discourse,and the subject of curriculum theory cannot exist independently from curriculum discourse.From the perspective of the subject value of curriculum discourse,it deducts,interprets and shapes the curriculum theory and its internal structural relationship as the discourse proposition,discourse structure and discourse knowledge of curriculum theory,and realizes the grand goal of constructing the subject of curriculum theory with Chinese characteristics in the construction of the discourse system.However,as the curriculum discourse develops into different discourse systems in the transformation of curriculum form,it is faced with the objective discourse intention,thought and deductive logic gap,which is manifested as the pluralism of the curriculum subject and the relative independence of the discourse system,the prosperity of the curriculum discourse content and the different ideological orientation,the diversity of the curriculum discourse form and the great disparity of narrative style.Therefore,the construction of a benign interactive discourse connection mechanism,a “mind-body”discourse transformation mechanism,and a mutually beneficial discourse action mechanism is an important path to promote the curriculum discourse consciousness and realize the development of curriculum discourse.