摘要
地方性知识是地方课程开发的知识论前提,澄清其能指与所指有利于地方课程价值的充分实现并提高课程开发主体的内在积极性,变依托外部行政指令的外推式开发为依托开发主体内在驱力的自组织开发。目前,地方课程开发主体对地方性知识之认识存在多向度上的误读:第一,囿于偏狭的"地理空间"理解其适用地域;第二,理解其形态与价值上的形而上学倾向;第三,地方性知识主体被窄化为纯地理空间意义上的"地方人"。基于此,地方性知识的应有之义在于:地方性知识是超越具体知识形态的知识观念,是包融知识价值立场、知识具体形态在内的多层次结构体并与普遍性知识具有通约性。在深化地方课程开发过程中,地方性知识的选择应当充分基于地方性知识的实质并扎根于地方生活世界之中。
Local knowledge is the epistemological premise in developing the local curriculum. To make it clear what it refer to and can refer to is conducive to fully achieving the value of local curriculum, impro- ving the inner initiative of the curriculum developers, and changing the development pushed forward by ex- ternal administrative orders into the inner driven self-organized development of curriculum developers. Currently, the local curriculum developers have many misunderstandings in local knowledge as following： firstly, they narrow their understanding of application area into ＂geographical space＂; secondly, there are metaphysical tendencies in understanding its form and value; thirdly, the subjects of local knowledge are narrowed down as local people in geographic space. Based on this, the study proposes the meaning of local knowledge. Local knowledge refers to knowledge concepts beyond the specific form of knowledge. It is a multi-layer structure including the position of knowledge value and the specific forms of knowledge and it shares some common points with universal knowledge. The selection of local knowledge should be based on its essence and take root in the real life world of the local society in the process of deepening the devel- opment of local curriculum.
出处
《教育学报》
CSSCI
北大核心
2012年第4期34-41,共8页
Journal of Educational Studies
基金
全国教育科学"十一五"规划教育部重点课题"扎根西南民族社会原生和谐培植区域基础教育课程特色研究"(课题批准号:DMA070066)的阶段性研究成果
关键词
地方性知识
普遍性知识
地方课程开发
local knowledge
universal knowledge
local curriculum development
