初中人文类课程知识特征与价值取向研究-教育学;教育学原理专业论文.docxVIP

中 文 摘 要 中文摘要 课程知识问题似乎是学校教育永远也无法绕开的一个基本话题。从 17 世纪 夸美纽斯提出“把一切知识教给一切人”，到 19 世纪斯宾塞提出“什么知识最有 价值”，再到 20 世纪中后期阿普尔提出“谁的知识最有价值”，课程知识就一直 是人们的提问对象。当前，我国正在进行新一轮的基础教育课程改革，课程知识 的变革也是课程改革中的一项重要内容。 课程知识的变革不是一种价值中立或价值无涉的纯技术和心理的活动，而是 一种价值负载的活动。课程专家从社会现有知识总体中选择合法的、适当的知识 编进课程，这决不仅仅是一个技术问题，本质上它是意识形态的抉择，是一种文 化的选择，基于一种价值的选择之上。可以说，一定的课程文本承载着一定的价 值取向，是一种制度性文化的体现。我们在何种程度上理解知识确实影响着我们 如何进行选择，正是人们对知识看法的不同，导致了不同的价值理念。 本论文从初中人文类课程标准及其教科书的文本分析，以及课程课堂教学的 实例分析两个层面探讨新一轮基础教育课程改革背景下的初中人文类课程知识 特征及其价值取向。通过对比分析发现，我们的课程知识在价值理念上存在着设 计和实施层面上的不一致现象，实际的课程实施过程中的课程知识价值取向背离 了课程知识中所给定的、期待的各种“意义”。最后，基于对课程设计与课程实 施中的价值偏离现象地具体分析，从一个教育研究工作者的角度和视野出发对初 中人文类课程知识价值取向的实现提出了一些实施建议。 关键词：人文类课程； 知识价值取向； 课程改革 Abstract Abstract Curriculum knowledge problem seems to be a basic subject the school education never around。From the 17th century Comenius proposed all the knowledge, to teach all the people”, until to the 19th century Spencer what knowledge is most valuable , and to the 20th century Aple proposed “whose knowledge has the most valuable , curriculum knowledge have been the objects people ask. At present, our country is at a new round of elementary education curriculum reform, and the reform of curriculum reform is an important content. The reform of curriculum knowledge is not a kind of value neutrality or no value of pure technical and psychological activity, but a kind of value of load. Experts choose legal and proper knowledge from the overall social existing knowledge into courses, it is not only a technical problem, essentially it is the ideology of choice, it is a kind of culture choice, is based on a value choice. We may say, certain course text bearing certain value orientation, is a kind of institutional culture. Our understanding of knowledge based on what extent is considerably affected how we choose. It is different for knowledge view, leading to a different value idea. This paper explore junior high school curriculum knowledge features and value orientation ,which under the background of new basic education cu