后结构主义视野下我国课程话语的冲突与消解.docxVIP

后结构主义视野下我国课程话语的冲突与消解 Conflict and Its Resolution of Curriculum Discourse from the Perspective of Post-structuralism in Our Country 作者： 纪德奎/宋艳/朱聪 作者简介： 纪徳奎(1971-),男，黑龙江齐齐哈尔人，天津师范大学 教育科学学院院长，教授，博士研究生导师，主要从事课 程与教学基本理论、农村学校教育、课堂教学等研究。天 津300387；宋艳(1980-),女，山四清徐人，山四省教育 科学研究院助理研究员，主要从事教育心理学，教育基本 理论研究。太原030009；朱聪(1992-),女，江四新余人, 天津师范大学教育科学学院硕士研究生，主要从事课程与 教学论研究。天津300387 原文出处： 《教育理论与实践》(太原)2018年第20181期 第51-55页 内容提要： 课程话语能够反映课程实体，建构课程关系。在现实课程 实践中，存在着理论课程话语与实践课程话语、本土课程 话语与四方课程话语、权力课程话语与学术课程话语、技 术课程话语与人文课程话语、教师课程话语与学生课程话 语、预设课程话语与生成课程话语的冲突。从后结构主义 视角来看，可通过赋权与转型、对话与扬弃、明确担当与 理顺权责、回归主体与保持张力、发挥自主与重构关系、 尊重生成与寻找平衡等途径来有效消解冲突。 Curriculum discourse can reflect the curriculum entity,and construct the curriculum relations. There exist in the practice of real curriculum conflicts between the theoretical curriculum discourse and the practical curriculum discourse, between the local curriculum discourse and the western curriculum discourse, between the power curriculum discourse and theacademic curriculum discourse and the academic curriculum discourse, between the technology curriculum discourse and the humanity curriculum discourse, betweenthe teacher curriculum discourse discourse, between and the studcnt curriculum discourse,and betwecn the presupposed curriculum discourse and the generated curriculum discourse. From the perspective of post-structuralism, we can effectively resolve confliets through such ways as empowerment and transformation, dialogue and sublation,clear accountability and smooth responsibility, return to the subject and tension maintenance, autonomy play and relationship reconstruction, as well as generation respect and balance seek. 期刊名称：《教育学》 复印期号：2018年06期 词: 词: 课程话语/后结构主义/乡土文化课程/实践课程话语/本土 课程话语/学术课程话语 curficuluni discourse/post- structuralism/local culture cmiculum/practical curriculum discourse/local curriculum di scourse/academic curriculum discourse 标题注释: 本文系全国教育科学“十二五”规划2015年度国家一般课 题“农村屮学生乡土文化教育认同研究”(课题编号： BHA150079)的研究成果。 中图分类号：G423文献标识码：A文章编号：1004-633X(2018)01-