摘要
学校课程建设是在物理与社会空间中开展的课程资源特色化开发、序列化建构的教育实践。在乡村振兴和城镇化发展的时代背景下,乡村学校的课程建设蕴含着特定的空间权利及空间哲学问题。现实的乡村学校是嵌入乡村的,拥有特色化的课程发展空间,但在价值定位上却是逃离乡村的,在课程建设中漠视甚至吞噬着乡村取向的课程发展空间,由此形成乡村学校课程建设的空间悖论。为消除上述悖论,乡村学校需要立足本土知识与儿童经验,建设乡村学校优质课程;同时要整合地方经验与开放空间,拓展乡村学校课程视域,还要加强课程知识转化与价值建构,改善乡村儿童的自我理解。
School curriculum construction is the educational practice of developing curriculum resources in a distinctive and sequential manner in the visual and social space.In the context of rural revitalization and urbanization development,the curriculum construction of rural schools contains specific issues about spatial rights and spatial philosophy.The actual rural schools are embedded in the countryside and have distinctive space of curriculum development,but they are fleeing from the countryside in terms of value orientation.They ignore or even swallow the rural-oriented curriculum development space in the curriculum construction,thus forming the spatial paradox of rural school curriculum construction.In order to eliminate the above-mentioned paradox,rural schools need to build quality curricula of rural schools based on local knowledge and children’s experience.At the same time,they need to integrate local experience and open space,expand the horizon of rural schools’curricula,and strengthen the conversion and value construction of curriculum knowledge to improve the selfunderstanding of the rural children.
作者
车丽娜
傅琴
Che Lina;Fu Qin(Faculty of Education,Shandong Normal University,Jinan Shandong 250014,China;Zibo High-tech Development Zone No.8 Primary School,Zibo Shandong 255084,China)
出处
《课程．教材．教法》
CSSCI
北大核心
2021年第12期33-39,共7页
Curriculum，Teaching Material and Method
基金
国家社会科学基金“十三五”规划2020年度教育学一般课题“乡村振兴战略背景下偏远乡村学校走向优质的路径研究”(BHA200228)。
关键词
乡村学校
课程建设
课程空间
空间悖论
rural school
curriculum construction
curriculum space
spatial paradox
