摘要
知识社会学作为研究知识与社会之间关联的理论和方法,将知识作为研究对象,提出了知识的价值负载性与社会建构性的命题,为课程思政提供了新的分析路径。课程知识在不同的教育场域中,依据不同的建构规则存在着不同的内在规定性和表达。知识的“生产场域”蕴涵课程思政的育人本源,“再脉络化”场域孕育课程思政育人的生长点,“再生产”场域中教学实践的转化推动着课程思政育人价值的实现。知识社会学视域下课程思政的实现,必须尊重课程知识的特性,把握课程思政育人的内生路径;须关注不同形态的课程知识,探索课程思政与社会境域的双向互动;须增强不同类型课程知识的内在联系,系统推进“大思政”格局;须转变教师课程角色,实现课程知识的再生产。
As the theory and method of studying the relationship between knowledge and society,knowledge sociology puts knowledge as the research object,puts forward the proposition of the value-loading and social construction of knowledge,and provides a new analysis path for curriculum ideology.In different educational fields,curriculum knowledge has different internal regulations and expression knots according to different construction rules.The field of knowledge production contains the origin of value education,the field of knowledge recontextualizing breeds the growth point of value education,and the transformation of teaching practice in the field of reproduction promotes the realization of education value.The realization of curriculum ideology from the perspective of knowledge sociology must:respect the characteristics of curriculum knowledge,grasp the educational endogenous path of curriculum ideology;focus on different forms of curriculum knowledge,and explore the two way interaction between curriculum ideology and social context;enhance the internal connection of different types of curriculum knowledge,and systematically promote the big ideological and political pattern;change the role of teachers in the curriculum,and generate the recontextualizing of curriculum knowledge.
作者
李洪修
陈栎旭
LI Hong-xiu;CHEN Li-xu
出处
《大学教育科学》
CSSCI
北大核心
2022年第1期28-34,共7页
University Education Science
基金
国家社科基金2019年教育学一般课题“核心素养背景下教师课程决策的社会学研究”(BHA190123)。
关键词
知识社会学
课程思政
内在逻辑
实现路径
sociology of knowledge
curriculum ideology
inner logic
realization path
作者简介
李洪修(1980-),男,山东沂水人,教育学博士,天津师范大学教育学部教授、博士生导师,主要从事课程与教学论和教育管理研究;陈栎旭,天津师范大学教育学部博士研究生,天津,300387。
