【作者】 王莺莺；

【导师】 易红郡；

【作者基本信息】 湖南科技大学 ， 课程与教学论， 2007， 硕士

【摘要】 学校课程总是体现着一定社会或社会群体的主流文化。千百年来,课程始终追随着社会主流文化的潮起潮落,传递着被社会认可的现实的主流文化。从古希腊的“七艺”到欧洲中世纪的宗教科目和文艺复兴时期的人文学科,再到近现代的自然学科、综合学科,课程设置跨出的每一步都反映出它始终紧随着社会主流文化变迁的脚步,真实地记录着不同历史时期、不同国度的社会主流文化。课程编审使主流文化得以最大程度的体现。教材内容的选择过程使主流文化作为“最好的文化”得以保存和延续;教材的导向也在一定程度上体现了主流文化,它将教材内容再限定和定向至主流文化的视野和框架中。另外,教材的审定过程保证了教材与主流文化的密切关系,教材必须反映出主流文化的要求,否则就很难通过审查。课程实施充分保证了课程的主流文化特征。在教学中居主导地位的教师,通常代表着主体民族和主流阶级(阶层)所认可的文化,他们往往以主流文化的范例来阐述某些概念、原理或学科原则,或是站在主流文化、意识形态的立场上,分析课程中的某些观点和问题,实现对课程知识的重构。在教学中居主体地位的学生,因为隶属不同的种族(民族)、出身于不同的社会阶级(阶层)或来自不同的生活地域,对学校语言环境的适应存在很大差异。主流文化在课程中的“统治”传统使课程中唯有主流文化的声音,也使主流文化成为评估和判断其他文化的标准,导致其他文化的边缘化。在全球一体化和世界各国、各民族多元文化教育蓬勃发展的今天,教育发展不再以单一的主流文化为参照而无视其他文化的存在与价值。构建反映国家一体化和民族文化多元化的“多元一体文化”课程体系;开辟多样化教材试验区,完善教材审查制度,不断提高学校课程对不同文化、地域、不同学生个体的适应性;从学校、家庭、社会三方面补偿非主体民族、非主流阶级(阶层)学生缺失的文化资本,是主流文化与非主流文化在课程中达到和谐统一、共同繁荣的现实途径。更多还原

【Abstract】 School curriculum embodies the main-stream culture of a specified community or social group. For thousands of years, curriculum has been keeping pace with the main-stream culture, passing on the main-stream culture accepted by the society."The seven arts" in ancient Greece, the religious courses in Middle Ages, the humane disciplines in the Renaissance, the scientific subjects in modern times as well as the comprehensive ones at present, all represent the transformation of the main-stream culture in different historical stages and in different countries.The process of compiling and editing curriculum ensures the incarnation of the main-stream culture. The choosing of the contents of teaching material keeps the main-stream culture in curriculum as the best culture. To some degree, the instructions of teaching material embodies the main-stream culture by confining the contents to the perspectives of the main-stream culture. Plus, the editing of teaching material brings teaching material and the main-stream culture closer, for teaching material should meet the demand of the main-stream culture, or it will be eliminated.The implementation of curriculum secures the main-stream culture features. For teachers, as the leading roles in the teaching process, representing the culture of the major nation and class, often interpret the basic principles and rules of a particular course from the perspective of the main-stream culture, or probe into some problems and views from the standpoint of the main-stream culture and ideology. And students, as the initiatives in the learning process, have different ability to adapt to the language environment in schools due to their different nationalities and social identities.The dominating tradition of the main-stream culture in curriculum only makes the main-stream culture heard and the very standard to evaluate other cultures, thus, inviting the marginalization of other cultures. With the pace of globalization and the rapid development of multi-culture education, the improvement of education will be evaluated by all cultures rather than the mere main-stream culture. To reach a harmony between the main-stream culture and other cultures in curriculum, unity and diversity should be achieved in curriculum offers. Along with the improvement of the editing system of the teaching material, experimental schools of multi-teaching material should be established to meet the needs of students with different nationalities and social identities. In addition, school education, family education and community education should be a joint, to make up for the lost cultural resources of the students from minorities and lower class.更多还原