论文标题:语文课程资源的价值思考
The Value Considers of Chinese Curriculum Resources
论文作者
论文导师 余昱,论文学位 硕士,论文专业 课程与教学论
论文单位 广西师范大学,点击次数 876,论文页数 45页File Size539K
2006-04-01论文网 http://www.lw23.com/lunwen_1193917/
Chinese Curriculum Resources; Value; The Degree of Value; The Lost of Value; The Realization of Value
我国学术界对语文课程资源的重视正在日益加强,已取得丰硕的成果。现有的研究基本上回答了有关语文课程资源建设的“为什么(why)”、“是什么(what)”及“怎么办(how)”的系列问题。这些理论与实践探索,在一定程度上奠定了课程资源研究的基础,对我们认识课程资源具有重要的启示。 从我国目前课程资源开发利用的现状来看,其关键的问题首先不在于课程资源概念本身该如何表述,我们应在探究什么是课程资源的基础之上,关注什么样的课程资源是“好”的课程资源?即关注它的价值问题。在选择语文课程资源的过程中,要作出大量的价值判断,它主要回答为了满足哪些人哪些需要的(for what)问题。语文课程资源离不开一定的价值作为基础,语文课程资源研究也离不开价值研究,这是一个价值涉入的问题。 当前我国社会正处于历史转型时期,旧的价值取向正面临着前所未有的挑战,新的价值取向还未完全形成,为了能在价值多元的态势中形成思想文化的社会合力,保证语文课程资源的顺利有效开展,就必须构建一种顺应时代发展的语文课程资源开发与利用的价值取向:以学生个体发展为核心、以人文精神为主流价值取向。 面对林林总总的资源,究竟具备什么价值的资源才能进入语文课程呢?在资源的选取上,古老的问题“什么知识最有价值”被赋予了新的答案。为此需要从学生全面和谐的发展、教师专业发展、社会发展、语文学科发展等角度建立课程资源的价值维度。判别语文课程资源的价值维度,对优化课程结构、合理配置课程内容及建立科学的课程体系,具有特殊意义。一般来说,价值维度越多的课程资源是越理想的资源。 围绕着价值维度的建立,我们发现在现实的语文教育活动中,语文课程资源的价值存在失落现象,主要表现在:以教材为惟一的课程资源,漠视课程资源的应有价值,割裂课程资源开发利用与教学过程的联系,选择的资源遗弃了生活本身。这不仅影响了教学的效果,更重要的是阻碍了教师与学生的发展、削弱了师生共存的教育世界的生命意义。考察价值失落的原因,主要是课程资源开发与利用过程中权力的失衡、工具理性的价值取向引导、旧知识观和应试教育的影响。 为了使语文课程资源的价值得以顺利的实现,我们应该树立正确的课程资源观、给教师增权赋能、整合课程资源,使课程资源形成一股促进师生共同发展的合力。 从哲学层面思考语文课程资源的价值问题,关注的是语文课程资源的“应然”状态。对课程资源价值应然模式的探讨是在终极的意义和理想的层面上对课程资源价值的规约,是对有价值的课程资源“应该如何”的表达与追问。
The academic circles in our country have paid more and more attention to curriculum resources, and have abstained plenteous research result. The questions such as“why”“what”“how”have been answered. The exploration form theoretical and practical lever has laid foundation for the research into curriculum resources, which has enlightened us greatly. From the present condition in our country, the key question is not in how to express the course resources themselves, we should be base on study of what is curriculum resources, concern what kind of curriculum resources is“good”curriculum resources? That is to say, caring for the worth problem of curriculum e resources. During the choice, we should make value judgment, and answer what needs and what kind of people should be met. Therefore, Chinese curriculum resources should be based on value and its research should also be based on value, which is a question concerning value. Our current society is in transformation period. The old value is facing unprecedented challenge, the new value has not formed yet. In order to form social cooperation and explore the curriculum resources smoothly, the exploration and use of curriculum resources which fits the development of society be constructed :regarding the student individual development as care, and considering humanity spirit as main current. Facing the numerous resources, which can enter the Chinese curriculum? In resources selected, the ancient problem“what knowledge is most valuable”gives new answer. The value of curriculum resources should be set up from the harmonious development of students, teacher professional development, social development and Chinese curriculum development etc. The judgment of curriculum value has special significance for bettering curriculum construction, installing curriculum contents reasonably and establishing science system. Generally, the curriculum resources what has more value degree is more ideal one. Around the value degree, we find the lost of Chinese curriculum resources value in realistic education activity. Namely, regarding the teaching materials as the only resources, ignoring curriculum resources value which it should have, splitting the relationship the exploration of the curriculum resources and teaching process, and curriculum resources are been chosen desert life, which affects the educational effect, preventing the development of the student and teachers, weakening the life meaning of the education world that teachers and students co-existing. Study
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