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基础教育通过不同层面的话语改革达到课程改革的目的,各种话语都会以其独特的方式言说对教育改革的思考和理解,从而形成了不同的话语层面与类型。课程改革分为三个话语层面,即理论层面、制度层面和实践层面。理论话语层面关涉课程改革的宏观和微观理论问题,力求立足本土;制度话语层面对课程改革有统领、规范的作用,体现伦理公平;实践话语强调课程主体的直接体验、感受,要做到话语释权。不同的话语层面构建了课程改革的整体,课程改革的三个话语层面,需要在协调互动中才能实现动态的转换与衔接,实现基础教育课程改革的“软着陆”。
Through the reform of discourse at different levels, basic education achieves the purpose of curriculum reform. All kinds of discourses, in their unique way, address the thinking and understanding of education reform, thus forming different discourse levels and types. Curriculum reform is divided into three discourse levels, namely, theoretical level, system level and practice level. Theoretical discourse level is concerned with the macro and micro theoretical issues of curriculum reform, and strives to be based on the local community. The institutional discourse level plays a leading and standard role in curriculum reform, which reflects ethical fairness. Practical discourse emphasizes the direct experience and feelings of the subject, right. Different discourse levels construct the whole curriculum reform, the three discourse levels of the curriculum reform, and it is necessary to realize the dynamic transformation and connection during the coordination and interaction so that the “soft landing” of the basic education curriculum reform can be realized.