课程文化：涵义、价值取向与建设策略_论文.docxVIP

课程文化：涵义、价值取向与建设策略 摘要：随着课程改革的不断深入，课程文化问题日渐引起人们的关注。广义的课程文化包括课程物质文化、课程制度文化和课程精神文化，其中前两方面是课程文化的外层，精神文化方面是课程文化的内核。课程文化的价值取向主要体现在：从文化根源和文化发展上看，课程文化要有民族性和时代性；从文化的层次上看，课程文化应正确对待知识、技能和智慧，立志塑造人完善、自由的心灵，全面实现课程文化的育人价值；课程文化重在“以人为本”；课程文化的最终价值是关注生命教育，体验生命的深度和理想的高度。课程文化建设，要坚持“以人为本”和“和而不同”，防止顾此失彼与“重硬轻软”，处理好外在与内在的关系。 关键词：课程文化；价值取向；建设策略 Abstract: Curriculum culture attracts more and more attention with the deepening of educational reform. In a broad sense, curriculum culture includes the material culture, the system culture and the spirit culture of curriculum. The first two cultures compose the outer layers of curriculum culture and the spiritual culture forms the core of curriculum culture. The value orientation of curriculum culture are embodied in the following aspects. Seeing from the view of cultural origin and development, curriculum culture should represent the characteristics of the nation and the era. Seeing from the view of the levels of culture, curriculum culture is supposed to handle correctly the knowledge, skill and wisdom, to build the excellent and free mind of human being so as to carry out the value of curriculum culture on educating people. Curriculum culture attaches more importance to human development, whose final value is on life value and on experiencing the depth of life. The construction of curriculum culture should stick to the human-centered idea and the idea of seeking common grounds while reserving difference, guard against acting rashly and pay more attention on the hardware while less attention on software, handle correctly the internal and external relation. Key words: curriculum culture; value orientation; constructional strategy 课程文化研究，是课程理论研究日趋深入而出现的越来越受到人们密切关注的重要课题。无论对课程理论研究本身的繁荣与创新，还是对课程改革实践的推进与反思，课程文化研究都具有积极的意义。 一、课程文化的形成与涵义 近年来，随着课程改革的不断深入，人们开始从理论的高度关注学科教育、课程改革与文化的关系问题。教育领域一时兴起了“文化热”，诸如，“学校文化”“校园文化”“课程文化”“教师文化”“学生文化”等概念应运而生。有人认为，“学校文化”这个词发源于“企业文化”，企业文化是经济学和文化学交叉形成的一个概念，人们关注并研究企业文化至今也不过二十年左右，借鉴“企业文化”，将学校经营活动纳入经济学范畴，并提出“学校文化”，也是近几年才有的事。[1]笔者认