我国课程理解研究:历程、议题与展望

我国关于课程理解的正式研究已历经20年发展,具体可划分为引进与探索期(2001-2010年)和反思与发展期(2011年至今)两个阶段。课程理解研究在概念解读、理解主体、理解内容以及理解取向等方面取得了一定进展。总体而言,研究主题持续拓展,但评价体系有待建立;研究方法趋向多元,但实践路径仍需探究;课程理解话语权逐步下放,但学生课程理解研究较弱。未来研究应关注新时代教育的价值取向,加强课程理解理论的建构;注重研究方法的多元与创新,探寻课程理解落地的扎根点;纾解学生与课程之间的阻隔,推进学生课程理解研究深入发展。

Curriculum Understanding Research in Our country:History,Topicsand Prospect

The research on curriculum understanding in our country has gone through two decades of development,which can be divided into two stages:the introduction and exploration period(2001-2010)and the reflection and development period(2011 to present).It has made certain progress in concept interpretation,subject understanding,content understanding and orientation understanding.In general,research topics have been continuously expanded,but the evaluation system has yet to be established;research methods have been getting diversified,but practical paths still need to be explored;the power of curriculum understanding discourse is gradually decentralized,but students'understanding of curriculum is still weak.Future research should pay attention to the value orientation of education in the new era,strengthen the meta-research of curriculum understanding theory;focus on the diversity and innovation of research methods,and explore the grounding point of implementing curriculum understanding;remove the barriers between students and curriculum,and promote the further development of students'curriculum understanding research.