【作者】 周敏；

【导师】 周庆元；

【作者基本信息】 湖南师范大学 ， 课程与教学论， 2010， 博士

【摘要】 语文课程知识是整个语文课程的逻辑起点,也是理论体系的出发点,具有很大的理论容量和解释力。但长久以来,语文课程知识学理性研究的缺失,实际上造成了语文知识教育的茫然无措和沉重低效。当前,虽然我们已然是以开放的视野,多元的立场,力求深入到语文课程知识的本质来展开研究,但是,困惑依然存在。我们对语文课程知识的内涵、范畴的解说仍处于“公说公有理,婆说婆有理”的纷纭状态。本文提出的语文课程“动姿化”知识研究,是在承认语文知识的多样性存在的基础上,尝试用一种全新的视角,为语文课程知识教育问题的研究提供一种可行性思路。在本文中,笔者把“动姿化”作为语文课程知识重构的一个关键点。“动姿化”一词来自德国人类学家舍勒,把它引入到课程领域,用以表述知识在教材、教学中的一种积极的、不断进化的存在方式。“动姿化”包含了动态研究的意味,蕴含着时间维度上的知识演化历程,同时更关注到知识内在价值的生命力的张扬。语文课程的“动姿化”知识理念融合了建构主义、人本主义、情景教育、理解教育等当前教育新思潮,又与重于“人治”的汉语言特性相通相契,可以看作是中西文化教育思潮的最佳结合视角。从论文结构看,全文共6章,呈现出现状反思——历史回溯——重构策略三大板块的整体构架思路,来研究语文课程的“动姿化”知识问题。第一板块即第一章,为现状反思。从语文新课改中“泛人文”思潮下的“反知识”现状入手,由语文教学外显行为表层逐步深入到对语文课程知识本体研究性缺失的内在原因分析,提出语文课程知识问题研究的重大意义和现实急迫性。在这一现实基础上,文章展开了纵横两条“动姿化”的研究路径。第二板块,历史的回溯。引入知识进化理论,从纵向路径来展开研究,揭示语文课程“动姿化”知识的必然趋势。第二、三两章,引入时间的维度,分别追溯了中国和西方知识教育的渊源和发展历程,以期动态地把握语文课程知识当前境遇形成的深厚背景。这是从社会历史发展的角度,考察语文知识教学的“动姿化”发展的必然趋势。通过对东西方的知识教育各时期知识存现状态和知识教育的价值取向流变的描摹,推衍出课程动姿化知识的共同趋势：关注“知识与人的相遇”,彰显知识的精神价值,以促进人的成长。第四章,又回归语文课程改革的当前语境,在中西比对中,反思语文课程“工具性”和“人文性”的有机关联。通过对教育情境中,“动姿化”演进历程描画,明示出知识自身的内蕴“有用”和“精神”的双重价值：教育过程就是将外在客体知识经过教材化、教学化的演进,最终作用于学生个体,内化为个体的主观知识。放在“泛人文化”的语文课改困境来看,这一视角的审视有着深刻的意蕴：肯定了语文课程的人文性就在语文课程知识的本体当中,弥合了科学与人文之间的对立。第三板块,提出重构策略。在新课改背景下,语文课程的‘动姿化”知识是一种必然的趋势。但是,如何实现知识的生命化、活化,本文提出了以“知识元”为核心概念整合知识的四个层面,来考量语文课程知识的完形态势的适宜策略。这是一种横向的探究路径。第五章,概念的提出。在分析了近年来诸多语文课程专家、学者的语文知识分类理论基础上,引入一个“知识元”的概念,提出：语文课程知识是一个围绕着最基本的知识元,可多层级链接的整合体。任何一个层级的“知识元”都应该是事实性知识、概念性知识、方法性知识和价值性知识四个层面的有机整合。第六章,策略的构设。带有一定的前瞻性,提出了语文课标知识“单元化”、教材知识“概念聚合化”、教学知识“情节化”等语文课程知识“动姿化”的改革策略。以期进一步修缮语文课标和语文教材,改进教学方法,促成对知识的真正“理解”,形成“人与知识相遇”的动人情境,推进课改的纵深发展。更多还原

【Abstract】 The knowledge of Chinese curriculum is the logical starting point of the whole Chinese curriculum, and the theory system as well, which has great theory capacity and explanatory power. However, the long-term lack of rational study of the knowledge of Chinese course has actually resulted in a loss and inefficiency of Chinese knowledge education. At present, although we have already conducted a study of the nature of the knowledge of Chinese course with open vision and multi-position, confusions still exist. And there are different opinions about how to explain the connotation and the scope of the knowledge of Chinese curriculum. This article raises the dynamic study on the knowledge of Chinese curriculum, which bases on admitting the diversity of Chinese knowledge, to propose an available thinking way for studying Chinese curriculum education with a new respective.In this article, the author uses "dynamic posture" as the key point of the reconstruction of the Chinese curriculum knowledge. The word "dynamic posture" was proposed by German anthropologists Max Scheler, who introduced it into the curriculum field to explain the knowledge in textbooks and teaching process exists actively and is gradually evolved. "Dynamic posture", which means dynamic study, not only contains the evolving process of knowledge in terms of time dimension, but also focuses on the spread of the vitality of the intrinsic value of knowledge. This concept on Chinese curriculum knowledge integrates current education new ideas, such as constructivism, humanism, scenarios education, understanding education and so on. And it also advocates the same common ideas as the Chinese characteristics which focus on "human domination", which is considered as the best combined perspective of the train of thought of Chinese and Western culture and education.To the structure of this article, it contains six chapters, and its whole constructing clue contains three parts:reflection of present situation, historical retrospective and reconstruction strategy, which discusses the "dynamic posture" issue of Chinese curriculum knowledge.The first part, that is, the first chapter reflects the present situation. It starts the "anti-knowledge" situation under the "pan-human culture" thought proposed in Chinese New Curriculum Reform, and analyzes gradually from the superficial phenomenon of Chinese teaching to the internal reasons of the lack of ontological study for Chinese curriculum knowledge, in order to express the great significance and urgency of reality of the issue study for Chinese curriculum knowledge.Based on this reality, this article stretches out two dynamic ways both vertically and historically.The second part is about historical retrospective. In this part, the author introduces the theory of knowledge evolution and conducts the study with a vertical way to reveal the inevitable trend of "dynamic posture" of Chinese curriculum knowledge.The second and the third chapters are about the time dimension. These two parts respectively trace back the origins and develop processes of knowledge educations between China and West, in order to dynamically grasp the deep backgrounds under the present situation of Chinese curriculum knowledge. And this is an inevitable trend of investigating the "dynamic posture" of Chinese teaching with a social point of view. Through describing the current state and the change of value tendency of Eastern and Western knowledge education in each period, the author obtains a dynamic common trend of the curriculum knowledge, that is, to concern about "knowledge encountering human"; to demonstrate the spiritual values of knowledge in order to promote human growth.The forth chapter returns to the current Chinese curriculum reform to reflect the organic association of its Instrumental Function and Humanity through the comparison between Chinese and Western background. In educational situation, the "dynamic posture" explicitly shows intrinsic property of knowledge, that is, the double value—"usefulness" and "spirit" of a double value:the process of education is to make the external objective knowledge textbooks or teaching materials which are eventually internalized by individual student to become subjective knowledge of the students. On the plight of "pan-human culture" Chinese curriculum reform, this perspective has a profound implication:it is an affirmation of the humanity in the Chinese curriculum knowledge and a bridge that close the antagonism between science and humanities.The third part brings up the reconstruction strategy. Against the backdrop of the New Curriculum Reform t the Backdrop, "dynamic posture" in Chinese curriculum is an inevitable trend. However, how to make knowledge life-oriented and dynamic? The article takes "knowledge element" as the core concept to integrate of the four dimensions of knowledge and to consider the appropriate Gestalt posture strategy of Chinese curriculum knowledge. This is a horizontal approach to research. The fifth chapter puts forward a concept. The author analyzes Chinese language classification theory of many Chinese experts and scholars in recent years and then introduces a concept of "knowledge element". The concept points out:Chinese curriculum is surrounded by the most basic "knowledge element" and it is an integration of multi-level links. "Knowledge element" of any level must be an organic integration of the factual knowledge, conceptual knowledge, methodological knowledge and value-oriented knowledge.The sixth chapter introduces strategy construction. With a kind of foresight, the author introduces a "dynamic posture" reform strategy such as "units" in Chinese course standards," concepts network" in textbook knowledge and "plots" in teaching knowledge. Thereby, Chinese course standards, Chinese textbook as well as teaching methods can be improved so as to achieve real "understanding" of knowledge and to create an interaction between "students and knowledge" and to promote vertical development of curriculum reform.更多还原