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在全球化的今天,课程专家提出大量新的课程理论,其中课程文化作为课程改革的深层因素和重要目标,成为我国学术研究的热点之一。在众多的认识中,可以明确地区分出两种不同的趋向:一是课程文化本身是一种文化形态,是文化的组成部分,是部分与整体的关系;二是课程文化只是文化的一种载体,主要体现在学校课程的设置、课程目标、课程内容的选择甚至对课程的评价,并且这种认识更加广泛与深刻,正是从这样的观点出发,从而形成了不同的课程文化观。
In today’s globalization, curriculum experts put forward a large number of new curriculum theories, of which curriculum culture has become one of the hot topics in academic research in our country as a deep-seated factor and an important goal of curriculum reform. In many understandings, we can clearly distinguish two different tendencies: First, the curriculum culture itself is a cultural form, is part of the culture, is part of the relationship with the whole; Second, the curriculum culture is only a kind of culture The carrier is mainly embodied in the setting of the school curriculum, the curriculum goal, the choice of the course content and even the evaluation of the curriculum. And this understanding is more extensive and profound. It is from this viewpoint that different curriculum culture views are formed.