作　　者： ;

机构地区： 华南师范大学教育科学学院

出　　处： 《教育研究》 2003年第7期72-78,共7页

摘　　要： 基础教育课程中诸多问题的根源在于对课程本质的认识局限于符号研究课程本体。符号研究课程本体注重把握符号自身的形式 ,脱离生活 ,脱离实际 ,忽视学生学习的自主性 ,是一种师本教育。它造成非实用课程的扩张和单向传输性教学的发生 ,导致课程实施低效和教育资源浪费。符号实践课程本体拒绝无意义的形而上重复 ,把指向生活实际作为符号使用实践的最终取向 ,体现了符号与人的和谐关系 ,有利于形成个性化的符号文化 ,保证学生自主学习的时间和空间 ,是一种生本教育。它有利于提高教育质量和效率。揭示符号研究课程本体和符号实践课程本体的机理 ,真正实现由前者向后者的回归 ,是深入进行课程改革的关键。 Many problems in the basic education curriculum originate from the confinement of the understanding of curriculum essence to the semiological study of curriculum noumenon. With emphasis upon the forms of symbols, the semiological study of curriculum noumenon is a kind of teacher based education separated from life and reality and neglecting student's self autonomy. Such study often leads to the expansion of non practical courses and the occurrence of unidirectional and transitional teaching and causes the low efficiency of curriculum implementation and the waste of educational resources. But, the semiological practice of curriculum noumenon refuses the meaningless repetition of forms and takes the life reality as the final orientation of the semiological practice. By means of reflecting the harmonious relation between symbols and human beings, the semiological practice of curriculum noumenon is a kind of student based education which is beneficial to the construction of individualized culture of symbols, the improvement of educational quality and efficiency, and the insurance of enough time and space for students to have autonomous learning. It is the key link of the present curriculum reform to realize the return from the semiological study of curriculum noumenon to the semiological practice of curriculum noumenon by revealing the mechanisms of both.

关 键 词： 基础教育 课程改革 课程本体 符号研究 符号实践 教育资源 自主学习

领　　域： [文化科学] [文化科学] [文化科学]