摘要
“课程知识”是课程与教学研究领域核心概念,因时代变迁与理论视角差异具有不同内涵特征与价值意蕴。知识社会学为确立“课程知识具有社会制约性”这一基本命题提供了理论基础,也为课程知识研究提供了社会学分析新路径。在知识社会学知识是社会建构观念影响与启发下,课程知识的研究冲破传统知识论的哲学与心理取向,使“价值取向”问题科学合理化,使“意识形态”问题的解决趋向可能。只有正确理解“课程知识是社会建构”这一命题,才能厘清课程中自然科学知识的客观性内容与主观性措辞,区分课程的学科知识和用以组织这些学科知识的教育思想,规避“课程知识是社会建构”中“社会总体性”里“人”的出走。在思考关于真相知识的同时又让知识承担对社会应负的责任。
“Curriculum knowledge”is the core concept in the field of curriculum and teaching research.It has different connotative characteristics and value implications because of the changes of the times and the differences in theoretical perspectives.The sociology of knowledge provides a theoretical basis for establishing the basic proposition that curriculum knowledge is socially restrictive,and also provides a new way of Sociological Analysis for curriculum knowledge research.Under the influence and Inspiration of the concept of social construction of knowledge sociology,the study of curriculum knowledge breaks through the philosophical and psychological orientation of traditional epistemology,makes the problem of“value concern”scientific and reasonable,and makes it possible to solve the problem of ideology.Only by correctly understanding the proposition of“curriculum knowledge is socially constructed”can we clarify the objective content and subjective language of natural science knowledge in curriculum,distinguish the subject knowledge of curriculum from the educational thought used to organize the subject knowledge,avoid the departure of“human”in“social totality”in“social construction”.While thinking about truth knowledge,knowledge should bear the responsibility of society.
作者
王超
WANG Chao(School of Humanities,Hunan University of Science and Technology,Xiangtan 411201,China)
出处
《海南广播电视大学学报》
2020年第3期124-129,共6页
Journal of Hainan Radio & TV University
关键词
知识社会学
课程知识
社会建构
价值
启示
sociology of knowledge
course knowledge
social construction
value
enlightenment
