本文把新一轮基础教育课程改革以来围绕着新课程所倡导的知识观、学习观、教学观等方面的论争统称为课程论争。为澄清课程论争的特征,本文借助伦理学的相关理论作为分析工具。文章认为,论者以“教学认识论”作为衡量课程教学理论的尺度,混淆理论发展的脉络,使课程论争呈现出明显的非对话性质。文章的最后部分阐发了作者对“课程论争可能出路”的几点思考。 This dissertation argues that the controversy in the new round of basic education since the reform of the new basic education curriculum centered on the concepts of knowledge, learning and teaching, advocated by the new curriculum, is called the controversy in the curriculum. In order to clarify the characteristics of the curriculum controversy, this article uses the relevant theory of ethics as the analysis tool. The article holds that the author regards “teaching epistemology ” as a yardstick to measure the theory of curriculum teaching and confuses the development of the theory so that the argument of the curriculum shows a clear non-dialogue nature. The last part of the essay elaborates the author’s thoughts on the possible way out of the “class debate”.