论作为学习机会的课程本体观

课程论学科在百年的发展历程中,经历了研究范式的数次转换。而研究范式变化的理论动因,则是对课程本体问题的不断追问与不同回答。以学习机会来重新诠释课程本体,是连接课程理论历史发展与未来脉动的结合点。回顾课程理论的发展与演变,不难发现它与学习理论的演化之间内在对应、紧密交织的交互关系和互动机制。以学习机会为切入点、从学习理论的角度去理解课程本体,有利于以学习者的学习为中心,充分挖掘学习机会作为课程本体的教育意蕴。作为学习机会的课程本体观主张以计划的课程作为学生预设的、潜在的学习机会;以实施的课程作为学生实际的、体验的学习经历;以领悟的课程作为学生自主的、反思的学习经验。在未来课程改革中,需要从建设学习环境、整合学习资源、有效学习指导三个方面,着力推动作为学习机会的课程本体功能实现。

The Discussion About the Learning Opportunities to Learn as the Curriculum Ontology

With a hundred years' development, the discipline of curriculum theory has undergone several conversions of the research paradigm. The study of the conversions of the research paradigm is to answer the questions about curriculum ontology. Reinterpreting the curriculum ontology with learning opportunities is the combination of the historical development of the curriculum theory and the pulse of the future. Reviewing the development and evolution of curriculum theory, it is not difficult to find its internal correspondence, closely intertwined interaction and interaction mechanism with the evolution of learning theory. Taking the learning opportunity as the start point and understanding the curriculum ontology from the perspective of learning theory is beneficial to center the learner's learning and fully explore the learning opportunities as the educational implication of the curriculum ontology. The ontology view of learning opportunities advocates the planned curriculum as the pre-set and potential learning opportunities for students, the implemented curriculum as the actual and experiential learning experiences of the students, and the enlightened curriculum as the student's independent and reflective learning experience. In the future curriculum reform, it is necessary to promote the realization of the function of curriculum ontology as learning opportunities from the three aspects of building a learning environment, integrating learning resources, and effective learning guidance.