摘要
研究国家课程,不仅要研究国家课程本身(课程方案、课程标准、教材等),而且要研究国家课程的“实践命运”,审视国家课程在学校中究竟得到怎样的实施、实施效果究竟如何、倘若实施效果不佳乃至较差则究竟是何原因等。笔者近三十年前曾提出“课程的实践命运”这一命题(其确切表达即为“国家课程的实践命运”),并对影响国家课程实践命运的教师因素与学生因素进行了初步探讨。本文现在重提这一命题,认为影响国家课程实践命运的学校内部因素主要有三个,即作为课程实施主体的校长、作为课程施教主体的教师及作为课程学习主体的学生;其影响分别体现为校长对国家课程的“地位赋予”、教师对国家课程的“内容重组”、学生对国家课程的“文化反应”。在三十年前探讨的基础上,本文聚焦于作为课程实施主体的校长,指出不论在“积极”的意义上,还是在“消极”的意义上,校长都对国家课程在本校课程系统中的实际地位进行着事实上的“赋予”。这是我们认识、审视及反思国家课程实施乃至国家课程本身时不可忽略的一个基本常识。这意味着,国家课程在学校中安身立命并非易事,国家课程在学校中的地位充满不确定性,对于国家课程本身需要边实施、边反思。
To study the national curriculum,we should not only study the National Curriculum itself(curriculum plan,curriculum standards,teaching materials,etc.),but also study the“practical destiny”of the National Curriculum,examine how the National Curriculum has been implemented in schools and how effective it has been,and discover what the reasons are if the implementation is not effective or even poor,and so on.The author put forward the proposition of“the practical destiny of curriculum”nearly 30 years ago(Its exact expression is“the practical destiny of the National Curriculum),and also carried on the preliminary discussion of the factors of both teachers and students that affect the fate of national curriculum practice.In this paper,the proposition is revisited,and the author holds that there are three internal factors that affect the practical destiny of National Curriculum,that is,the principal who is the subject of curriculum implementation,the teachers who are the subjects of curriculum teaching,and the students who are the main bodies of curriculum learning;their influences are reflected seperately in the principal's“status bestowing”on the National Curriculum,teachers'“content reorganization”of the National Curriculum,and students'“cultural reaction”to the National Curriculum.On the basis of the research conducted 30 years ago,this paper focuses on principals as subjects of curriculum implementation,and points out that the principals are actually“conferring”the actual status of the National Curriculum in the school's curriculum system,no matter it is in the sense of“positive”or in the sense of“negative”.This is a basic knowledge that can not be ignored when we understand,examine and reflect on the implementation of the National Curriculum and even the National Curriculum itself.This means that it is not easy for the National Curriculum to survive and settle down in schools,for the status of the National Curriculum in schools is full of uncertainty,and so the National Curriculum itself needs to be implemented while reflecting.
作者
吴康宁
Wu Kangning(Nanjing Normal University)
出处
《当代教育科学》
北大核心
2024年第2期3-8,共6页
Contemporary Education Sciences
关键词
国家课程
主体地位
实践命运
本校课程系统
地位赋予
national curriculum
subject status
practical destiny
the school curriculum system
status bestowed
