【作者】 何茜；

【导师】 靳玉乐；

【作者基本信息】 西南大学 ， 课程与教学论， 2014， 博士

【摘要】 美是哲学的科学、是智慧的科学,是精神的科学,美是人类追求的最高境界。用美做为课程理解的价值准绳和理论基础,是课程摆脱“工具理性”走向个体生命美感体验课程的路径选择。美学取向课程探究是课程再概念运动的产物,是课程研究范式转向的一种代表。美学取向课稗探究借助美学的理论成果,重新认识课程的本质,重构一种关注生命价值和本体意义的课程,具有意识觉醒、社会转型的意味,它促使课程对自身的价值做了重新的认识,是课程研究的价值论和方法论的转向。本研究主要采用文献法、历史研究法、案例分析法为研究方法。通过文献法,对中外美学流派和思想进行梳理,提炼其中对于课程研究有启示的观点,探寻美学理论与课程研究结合的可能性,并以美学理论为分析工具,对课程目标、课程内容、课程中的师生关系、课程评价进行研究和理论构建。运用历史研究法,对美学取向课程探究的发展历程做纵向顺理,概括其历史成就和学术流派,并以此为依据梳理其思想发展的脉络和未来发展走向。通过案例分析法,对真实典型事件的进行描述、分析和讨论,使本研究能扎根于实践现场,使课程研究的理论能观照实践。本研究在已有研究基础上,拟进一步解决几个问题：美学取向课程探究的理论建构问题,美学取向课程探究的本质问题,美学取向课程的实施问题,美学取向课程与教师的角色问题,美学取向课程的评价问题,全文分为五大部分。第一部分探讨美学取向课程探究的发展及其研究进路。课程研究由科学主义范式走向人文主义课程范式,促使课程研究自身转向了价值多元的课程概念重构运动。美学取向课程探究作为课程研究的一个的新视角,在经历了萌芽期和形成期之后,逐渐步入多元发展期。作为一种研究方法,美学取向课程探究强调课程探究的人文性、扎根性和审美性,以审美的精神对待课程研究,自觉排除传统的标准化的经验准则,摆脱已有的文化定势、固定的教学规范和课程经验的束缚,提倡以质疑和批判的态度挑战传统课程研究的桎梏,在真实的课程场景中审视和思考课程问题。第二部分是建构美学取向课程探究的理论框架。本研究以经验美学、生命美学和现象学美学为理论基础,从这些美学理论中挖掘与课程探究相关的思想符号,以此作为美学取向课程探究的理论基石,同时也作为解决课程实践问题的视角和途径。经验美学建议以一元论的课程研究方略,进一步弘扬审美经验对课程意义观照,树立以生活为基础的课程观。生命美学凸显课程的生命意义,并呼吁课程应该回归生命本体。现象学美学对传统课程的认识论提出挑战,对传统课程研究的方法论提出质疑,对传统课程研究的二元思维提出控斥。第三部分建构美学取向课程探究的理念。第一,课程是意识觉醒的旅途；第二课程是生命体验的过程；第三,课程是意义生成的过程；第四,课程是诗意的存在。在此理念影响下,课程知识观坚持：知识不仅具有普遍性更具有个体性；知识不是静态的而是体验的；知识不是一种事实而是一种信念。美好的课程理念需要通过具体的课程目标才能落实,美学取向课程目标的制订,注重目标的人文性,以体现课程的人文价值；注重目标的全面性,以促进人的整体发展；注重目标的多维性,以满足个体发展的差异；注重目标的生成性,以保证发展的可持续性。课程内容的构建应坚持“广”、“博”、“雅”几个特征第四部分讨论美学取向课程实施的策略。首先,本研究坚持以人文性、创生性和对话性为美学取向课程实施的原则。人文性原则建议要构建一种人文关怀的课堂文化,为学生的独创性而教。创生性原则建议以中国艺术的境界中的“写实、传神、妙悟为比照,要求教师抛弃已熟知的“路”,寻找课程实施的“道”,“悬置”一切已有的“经验”,将课程视为一个未知而充满探索的路途,欣然接受一条非预期的、模糊、复杂、难以理解的未知之路。对话性原则建议教师要参与课程理解,就是积极与学生进行对话,使学生参与到课程实施中,构建具有对话机制的课程共同体使实施走向一种开放、民主、多元的审美意境。其次,课程实施中的教师应该象艺术家一样善于发现课程中的美,这就要求教师以专业的素养,发现学生的潜能,发现被忽略了的自然和优美的教育生活情境,发现生活中有助于学生全面素质提高的内容,并将它们引入课程。教师应该象艺术家一样具有创造的冲动,就是课程视为艺术品,如同对待生命一样热爱课程、不断的完善课程和创造课程,而不会如同“工匠”一样,以机械性的技能执行课程。教师应该具有丰富的想象力和诗意的智慧,就是要将想象、惊奇、创造的智慧融入对课程的理解中,以促进课程诗性的实施。学生如同表演者,课程实施鼓励学生运用多种方式去认识世界,鼓励学生提升自我的审美知觉,帮助他们积累丰富的美感体验。美学取向的课程实施的策略主张注重课程目标的意向性,为学生的终身发展做出规划；建构完整的课程体系,赋予学生文化选择的权利；转变教学观念,提升教师的课程理解力；开发教师的诗意智慧,促进课程实施的审美化。第五部分探讨美学取向的课程评价,主张要力图撵弃以往运用单一的文本和工具测评个人发展的现象,以更多的宽容、鉴赏的态度对学生进行评价,将评价看成是一种描述、解释和欣赏,促进学生自由、生动的发展,这样,课程评价就有了一种开放的姿态,课程评价成了一个理解、认识、建构的过程。美学取向课程评价应该坚持价值性原则；真实性原则；模糊性原则。具体的策略主要有档案袋策略,等级评价策略和自我评价策略。通过研究发现,美学取向课程探是关注生命意义的课程,美学取向课程是走向实践场域的课程,美学取向课程是诗与思对话的课程。本研究以美学为理论基础和研究视角,在美学光辉的照耀下,探寻课程研究方法论、认识论、价值论的改变,重新赋予课程生命活力,使课程真正成为对话、协商、多元、审美的旅程,使教师能以陌生、质疑、批判的精神审视课程,以更多的惊喜、创新、想象力和诗性智慧开发和实施课程,以丰富学生的体验、精神和情感,还原其烂漫、健康、和谐的个性本真。更多还原

【Abstract】 Aesthetic is science of Philosophy, science of Wisdom and science of Spirit, and aesthetic is also the highest-level pursuit of all Humans. By using aesthetic as a value yardstick and theoretical basis for the curriculum understanding, it can help curriculum relieve the influence of "Instrument Rationality" and turn to aesthetic curriculum which using the individual life experience as a way of curriculum understanding. Aesthetic-oriented curriculum inquiry is a creative product of the re-conception movement, and it is also a typical representative of the turn of curriculum paradigm. By using the theory from aesthetic in the field of curriculum research area, the aesthetic-oriented curriculum inquiry can help researchers to re-finding the essence of curriculum, to reconstruct a curriculum that concerns the value of life and also the ontological meaning of the curriculum. This kind of curriculum has a meaning of conscious awaken and social transformation, it encourages the curriculum to re-understanding the value in itself; and it is also a kind of research turn for the value and methodology of curriculum research.This research adopted the literature-analyzing, the historical-analyzing and case-study-analyzing methods as the mainly research methods. Through the using of the literature-analyzing method, the researcher can sort out and analyzing the important domestic and abroad literatures that concern aesthetic. Some important enlightenment for the curriculum research and the combination possibility between aesthetic theory and curriculum research can also be formed by the analyzing of these literatures. Besides, the using of aesthetic theory in curriculum research can help constructing the curriculum objects, curriculum content, the relationship between teachers and students in curriculum, the curriculum assessment etc from a new perspective. Through the using of historical-analyzing method, the historical development phases and the future trends of aesthetic-oriented curriculum inquiry can also be discovered. At the end, the using of case-study method can construct the solid research basis by introducing some typical events in the research, and by describing, analyzing and discussing about these typical events, the aesthetic-oriented curriculum inquiry can rooted in the practical teaching life, so that the combination between theory and practice can be realized.In this research, based on the existing research results, five important problems will be discussed, such as the theory-constructing problem of aesthetic-oriented curriculum inquiry; the essence of aesthetic-oriented curriculum inquiry; the practice of the aesthetic-oriented curriculum inquiry; the relationship between the teachers role and the aesthetic-oriented curriculum and the assessment of aesthetic-oriented curriculum. This research is constituted by five parts.Part I discusses the history and the development process of aesthetic-oriented curriculum. With the development of curriculum research, the curriculum research gradually turns from scientism paradigm to humanism paradigm, this kind of paradigm turn promoted the emergency of a multi-value re-concept movement in the curriculum research area. As a new perspective in curriculum research, the aesthetic-oriented curriculum inquiry gradually enters the multi development phase after the emergence and formation phases. As a kind of research method, the aesthetic-oriented curriculum inquiry emphasizes the humanistic inquiry and aesthetic inquiry in curriculum research. By using the aesthetic spirit in curriculum research, the traditional and standardized experience can be relieved, the influence and constraints from the existing cultural stereotype and the fixed teaching regulations and the traditional curriculum experience can also be overcomed. So, this research advocate questioning and challenging critically the constraints of the traditional curriculum research, then rethink and reexamine the curriculum problems in the real curriculum environment.Part2constructs the aesthetic-oriented curriculum inquiry theory framework. In this research, the empirical aesthetics, the life aesthetics and the phenomenological aesthetics constitute the theory basis for this research. By excavating some important idea symbols that related with curriculum from these aesthetic theories, the theory basis of aesthetic-oriented inquiry will be constructed. The empirical aesthetics suggests that the life-based curriculum can be constructed by the using of monism strategy in curriculum research. The life aesthetics advocates that the curriculum should highlight the meaning of life, and then the curriculum should return to the life itself. The phenomenological aesthetics challenge the traditional curriculum epistemology, question the traditional curriculum research methodology, and also criticize the contradict-thinking-pattern in traditional curriculum.Part3aims to the construction of the philosophy of aesthetic-oriented curriculum inquiry in curriculum research. There are four kinds of ideas. Firstly, curriculum is a journey of consciousness awakens; secondly, curriculum is a process of life experience; thirdly, curriculum is the process where the meaning generated from; fourthly, curriculum is the poetical existence. The implement of good curriculum ideas relies upon the specific curriculum objectives. The formulation of the objectives of aesthetic-oriented curriculum paid much attention to humanism, comprehensive, multidimensional and generative of these objectives. Humanism reflects the value of humanities in the curriculum; the comprehensive promotes the overall development of Humans; multidimensional can meet the different needs of individuals; generative can promote the sustainable development of Human. The curriculum knowledge is determined by the curriculum objectives. The aesthetic-oriented curriculum considers that knowledge is both universal and individual; knowledge is not a static thing but a process full of experience.Part4discusses the implementation policy of the aesthetic-oriented curriculum. Firstly, this research adhere that humanities, generative and dialogue as principles in the implementation process of aesthetic-oriented curriculum. The humanities proposed to the building of a classroom culture full of humanistic care, and teachers should concern students as individuals. The generative recommends that, the philosophy derived from the Chinese art can be useful for the implement of aesthetic-oriented curriculum. Teachers can learn to abandon the already known "road"and try to explore the "Road" in the curriculum, they also need to "suspend" all the already known "experience" and take curriculum as an unknown journey which full of unexpected, vague and complex factors. The principle of dialogue suggests that teachers should participate actively in curriculum and communicate actively with students, and then encourage students participating actively in the implementation of curriculum. These kinds of efforts above can contribute to the creation of an open, democratic and pluralistic aesthetic environment. Secondly, this research discusses the different roles that teachers and students should play. This research considers that teachers should behavior like artists, and then they can discover the beauty of the curriculum. In order to realize the vision above, teachers should have professional accomplishments, which can help teachers to discover the talents of students and the neglected natural and educational contexts, and then, by introducing these elements in the curriculum, the better development of students can be realized. Besides, teachers should also have the impulse for creativity as real artists, they need to treat curriculum as a creation, they need to perfect and create curriculum continuously, other than working as techniques who implement his role technically and inflexible. Teachers should have rich imagination and poetic wisdom, and then implement this kind of imagination and wisdom in curriculum-understanding. Students behavior like actors, teachers can encourage students to explore the world by using a variety of ways, and then encourage them to improve their awareness towards aesthetic, helping them to accumulate a wealth of aesthetic experience. In a word, the implementation policy of the aesthetic-oriented curriculum proposed that more attention should be paid on the intentions of curriculum objectives, which can provide future development plan for the students; the students should also be granted the right to choose by perfecting the curriculum system continuously; the teaching ideas should also be revised, in order to improve teachers understanding towards curriculum; the poetic wisdom of teachers should also be explored, in order to promote the implementation of aesthetic curriculum.Part5discusses the assessment of the aesthetic-oriented curriculum. The aesthetic-oriented curriculum advocates that the traditional way and phenomenon of using single text and tool as the approach assessing the individual development should be avoid, more tolerance and appreciation should be used in the student assessment activity, at the mean time, the assessment activity should be taken as a process that was constituted by understanding, exploring and constructing activities. The aesthetic-oriented curriculum also advocates that the technical tests, procedural tests and accuracy tests should be weakened, on the contrast, the value construction, the authentic assessment and the indefinite tests should be emphasized during the assessment process. The assessment strategies of aesthetic-oriented curriculum include Portfolio, Grade evaluation and Self-evaluation etc.The research shows that the aesthetic-oriented curriculum concerns the meaning of life, advocates rooting the research in the practical field, and constructs the dialogue approach between aesthetic and the soul. This research was based on the aesthetic theory and research perspective, explored the possibility turn of the curriculum methodology, epistemology and value, tried to construct a new curriculum, which was influenced by aesthetic theory, which provides teacher with new perspectives when judging the curriculum. The research and the adopting of aesthetic-oriented curriculum can enrich the experience, the spirit and emotion of students, and then, the true nature and individual personality of the students will be developed and realized.更多还原