整体主义课程理论和其对我国课程改革的启示.pdf

整体主义课程理论及其对我国课程改革的启示 摘 要 长期以来，学校教育的课程结构就是单纯以知识掌握与技能培养的 学科课程为主，这种传统的学科课程与时代的发展已相差甚远。以学科 课程为主的传统课程存在着诸多问题：在认识论上坚持反映论，导致知 识的“旁观者理论”，科学或实证的知识被看作唯一真正的知识；同一性 的思维方式，忽视了课程对于生命的关怀；强调管理和控制，导致课程 的目标模式。作为对传统学科课程的超越，整体主义课程理论便应运而 生。整体主义课程理论认为所有的知识都是认识者参与形成的结果，具 有相对性；整体主义课程理论秉持从封闭、灌输到开放、参与的课堂教 学观；从传统的“我—他”型师生观到“我—你”型师生观。整体主义 课程理论的价值取向是：融通科学世界和生活世界；追求包括个性独特 发展、个性自由发展、个性创造力发展和个性情意发展在内的个性健全 发展；追求人与自然以及人与社会的协调发展。整体主义课程理论对我 国课程改革有着非常有价值的启示：设立完整的课程目标，整体优化课 程内容，全面变革课程实施，以及多元性的课程评价。 关键词：整体主义；传统课程 ；整体主义课程 ；课程改革 The Theroy of Holistic Curriculum and it’s Enlightenment on China’s Curriculum Reform Abstract Subject Curriculum is the dominant paradigm in the history of curriculum study. The value orientation of traditional curriculum is either mastering knowledge or expending experience. As this kind of curriculum is no longer fit for the times, a new type of holistic curriculum is appearing. The traditional curriculum has several faults which are as follows: only regarding science as the positive knowledge because of the theory of reflection; lacking in the care for life because of the identity made of think; emphasizing supervision and control which result in the objective mold of curriculum. Holistic Curriculum holds that all of the knowledge is relative. Classroom teaching is an organic, participating system. The relationship between teacher and student is a new type of I-You one. Returning to life world, persuing the developing of personality as well as the harmounious development of nature and society are the value orientations of Holistic Curriculum. These can all be integrated into China’s curriculum reform. Key words ： holism; traditional curricum; holistic curriculum; curriculum reform