摘要
课程话语本土意识的提升关涉到本土课程研究的自主权及其学术地位的巩固问题。全球化背景下,课程话语的本土意识从四个层面予以诠释,即民族意识、自觉意识、原生意识、求实意识。当前,我国课程话语场域呈现出传统精髓内化不足、盲目趋从异域范式、追求话语繁杂模式、现实与实效关照不足等问题。植根本土原创课程话语的"返本开新",创建本土课程话语协同审议共同体,倡导"思维经济原则",立足现实渗透实践意向性元素,有助于实现我国课程话语本土意识的觉醒与生发。
The promotion of indigenous consciousness of curriculum discourse is related to the autonomy of indigenous curriculum research and the consolidation of its academic status. Under the background of globalization, the indigenous consciousness of curriculum discourse can be interpreted from four levels, namely national consciousness, awakened consciousness, original consciousness, realistic and practical consciousness. The current curriculum discourse of our country presents many problems such as the insufficient internalization of traditional essence, following blindly the exotic paradigm, pursuit of complex discourse mode,lack of reality and effectiveness. Therefore, by returning basis to open a new road for the original curriculum discourse, creating a collaborative and deliberative community of curriculum discourse, following the ＂thinking economy principle＂, infihrating into practice-oriented elements based on reality, can we hope to realize the awakening and generation of indigenous consciousness of the curriculum discourse in our country.
出处
《教育理论与实践》
CSSCI
北大核心
2016年第4期60-64,共5页
Theory and Practice of Education
基金
辽宁省教育科学规划2014年度基地专项课题<课文理解的客观性立场>(课题编号:JG14ZXY08)的研究成果
关键词
课程话语
本土意识
本土原创课程话语
协同审议共同体
实践意向性元素
curriculum discourse
indigenous consciousness
indigenous original curriculum discourse
collaborative and deliberative community
practice-oriented elements
