【作者】 刘继平；

【导师】 陈时见；

【作者基本信息】 广西师范大学 ， 课程与教学论， 2002， 硕士

【摘要】 文化，是人类超脱动物性的一切劳动成果，是人类基本力量的体现，也可以说是人类存在的特有方式，人类的历史就产文化生成、进化和发展的历史。学校课程属于观念形态的文化。它的内容概括了人类社会所积累的基本经验。因此从某种程度说，学校课程是人类文化史的缩影。当人类社会走到网络时代的边缘时，“网络”已不单指一种技术，而是扩展了它的内涵，它以一种文化形态展现了一个浩瀚的信息海洋。由数字计算机交往编织起来的网络文化是一种注重个性价值的“个性文化”；是一种权力分散的文化。它将使人们在交往范围上进一步冲淡时空距离造成的地域群体的观念，网络作为另一种人类生存于其中的文化环境，从一定程度上改变了人类的实践基础。 网络已成为教育信息的载体，并使教育置身于网络文化背景之下。由此，课程领域中，工具性课程理念将更难以适应人的发展及至社会发展的需要。网络中信息的共享、交往的平等与开放、个性的淋漓发挥与表现、创新的要求与培养，使人们不仅要求课程能够传递一定的知识与技能，更要求课程要尊重网络文化环境中人的整体性、发展性与主体性。网络文化背景下的课程理念出现了一系列的新变化。首先，它承认学习者不只是一种认知体，学习者是一个整体的人。其次，人是有创造、有自我、有意识的生命。此外，教育与课程应承认学习者个性的存在，每个人无论在怎样的环境中，都是生动的人、具体的人、发展的人，即便是在同一条跑道上奔跑，他们的速度、方式也不可能相同，特别是在网络这样一个高度自主与自由的氛围及时空中，这一点更为突出。因而，课程理念应承认和许可个性差异的产生与存在，将差异看作是每个人拥有的生命的不同的美丽与特色。 本文从外显形态及内含意义上分析了网络对课程理念的促动，首先它改变了课程理念的表现形态使工具性课程理念向工具伦理统一的课程理念转变，更进一步来看，它改变了课程理念深层的本体论、知识观及认知方式。击碎了“本质先定，一切既成”的本质主义思维，蕴含、进发了“一切将成”的生成性思维，同时知识的不确定性和相对性，使其仅成为对客观世界的一种描述、一种解释或一种假设，而不再具有绝对的权威性、确定性和垄断性。思维方式的变化及对知识的意义的重新确定培植了理解——批判的认知方式，其获取价值的大小不仅仅局限于理清因果关系进而获得客观知识，更为本质的则在于这种因果关系后独特意义的探寻与开发。 在网络文化成为人们生存的一种空间和方式时，课程理念的重建应取向于何，本文认为首先应确立正确而合理的思想观念基础，即明确网络技术的非中立性、课程的非天然合理性及科学与人文的间的非对立性关系问题。 无论从技术角度还是从文化角度来认识网络，都不可否认网络对课程的影响。课程深层意义的倾向，决定了课程理念向着“伦理性”表现形态转向，这是网络文化背景下课程应持有的理念。这一理念之建构应取向于何?本文阐述了在此背景下课程理念重建应具有的基础、应持有的基本出发点、应具有的特征与品质，并提出了课程理念应具有对自身的批评意识。更多还原

【Abstract】 culture is all the labor achievements of human-beings梥uper-animals, and embodiment of human’ s basic force, as well as special existence way of human kind. Human history is the history of cultural origination, evolution and development. School curriculum belongs to ideological culture. Its contents includes some fundamental experience accumulated by human society .To some extent, school curriculum are the epitome of human culture. When mankind approaches the periphery of the net-works times, "net-works" does not merely refer to a kind of technology but a kind of vast and connotation-enlarged sea information presented by one cultural ideology. The net-culture entwined with digital computer communication is a kind of "individual culture" that cherishes individual value and a kind of power-distributed culture as well. It will make people dilute regional congregational ideas on the communication scope. The net-works have fundamentally changed the human practical basis as a kind of cultural environment in which human beings areliving.It’ll make people further dilute the geographical location idea resulted from space and time distance in terms of communication, As another kind of cultural milieu in which mankind is to some extent.The net-works has become a carrier of educational in formation and put the education under the background of net-culture. So, during curriculum field , instrumental curriculum idea will make it harder for people to adapt themselves, to social development. The share of net-information, communicational equality and openness, individual complete development and expression, and the requirements of renovation and cultivation make people not only demand the courses pass certain knowledge and technique, demand the courses pass certain knowledge and technique, but further demand the courses respect people’s totality, initiative. And subjective in the net-culture environment. Thus, series of new alternations came into being in the courses idea. Firstly, it admits that the learners are not only a kind of cognitive entity, but a oneness. Secondly, human being is a kind of originative and sensitive creature. What’s more, education and course should admit individual existence of the learners. Nor matter what milieu each person is in, he is active, concrete, developed, even if people are running a log the same path, they vary in rates, methods, especially, such features are obvious in the of mosphae of the high-deuelopul freedom of net-works. So, the course idea should admit and allow individual disparity to originate and exist, and consider such disparity as different beauty and feature possessed by each human being.The school curriculum with education at its core are, and will be influenced by thenet-works. Net-works are changing the curriculum implementing approaches, presenting means and implicit spiritual value with strong cultural ideological forces. The article analyses the promotion of curriculum idea brought by the net-works both from explicit and from implicit meaning. At first, the net-works altered the ideology of the curriculum idea so as to make the instrumental curriculum idea transform into that of the instrument combined with ethics. Furthermore, the net-works changed the ontology, cognitive views and cognitive methods, which implied in the deep curriculum ideas.The essential mind that has smashed "essence first, all is well" contains and bursts out the generative mind of "all will be well" , at the same time, the indeterminism and relativity of the knowledge make it become a kind of description, explanation and hypothesis towards objective world, not contain absolute authority, determinism and monopoly. The alteration of mind-style as to gather with the re-establishment of literal meanings developed comprehension ?critical cognition, whose dimension in value does not confine to cause-effect relationship as to obtain objective ken, the most essential lies in the exploration and development behind the unique meaning of the cause-effect.It is difficult to deny更多还原