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什么知识最有价值?这是英国著名社会学家、教育学家斯宾塞在19世纪提出的一个划时代的命题。此后,人们更加自觉地关注怎样从人类的知识遗产中选择适宜的知识,以实现文化的传递与传承。各个时代不同国家的教育改革,都是在审视这一问题的基础上展开的。在知识快速更新和急速膨胀的今天,回答好这一问题显得尤为迫切。学校是集中进行知识和文化传递的场所,教师理应对此做出回应。尽管很难,但思考这一问题本身就很有价值,它刺激教师课程意识的觉醒,促使教师从单纯接受与执行转向内容选择与组织,最终实现课程观的改造。
What knowledge is the most valuable? This is an epoch-making proposition put forward by Spencer, a famous British sociologist and educator, in the 19th century. Since then, people are more conscious about how to choose the appropriate knowledge from the human heritage of knowledge in order to achieve cultural transmission and heritage. The educational reforms in different countries in various times are based on the examination of this issue. In the rapid updating of knowledge and rapid expansion, answering this question is particularly urgent. Schools are places where knowledge and culture are concentrated and teachers should respond. Although difficult, thinking about the problem is valuable in itself. It stimulates the awakening of teacher’s curriculum awareness and prompts teachers to shift from accepting and implementing content to selecting and organizing content, and finally to realize the curriculum’s transformation.