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伯恩斯坦的“分类—架构”教育边界理论从“知识”与“权力”两个方面探索教育边界的实质性问题。“分类—架构”这一组概念抓住了课程教学的本质，课程教学的基本结构是由课程教学知识与师生关系在“分类”与“架构”两个维度上的不同表现所决定和支配的。本研究基于现象教学在本质上强调横贯能力的培养与跨学科主题教学，采用“分类—架构”框架解释芬兰现象教学的合理性与独特性，将“分类”和“架构”两个核心概念贯穿于全文阐述课程教学内容、教学主体与教学逻辑的融合机理，并在“弱分类—弱架构”框架下探析芬兰现象教学实现融合的三条实施路径，解析芬兰现象教学何以成功，旨在为推动我国课程教学改革以及促进知识共融与师生共生提供启迪。
Abstract：Bernstein's “classification-structure” educational boundary theory explores the substantive problems of educational boundary from two aspects of knowledge and power. The concept of “classification-structure” captures and analyzes the essence of curriculum teaching. The basic structure of curriculum teaching is determined and dominated by the different manifestations of curriculum teaching knowledge and the relationship between teachers and students in the two dimensions of classification and structure. The research based on phenomenal teaching essentially emphasizes the cultivation of transversal ability and the teaching of interdisciplinary subjects, using “classification-architecture” framework to explain the Finnish phenomenon teaching rationality and uniqueness, the classification and architecture two core concepts throughout the full text expounds course teaching content, teaching subject, and teaching logic of fusion mechanism. Under the framework of “weak classification-weak architecture”, the three implementation paths of Finnish phenomenon teaching are analyzed. The purpose of analyzing the success of phenomenon teaching in Finland is to provide some enlightenments, for example, to promote the curriculum teaching reform in China and knowledge integration and teacher-student symbiosis.
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基本信息:
中图分类号:G424;G553.1
引用信息:
[1]钟佳容.芬兰现象教学的融合机理及其实施路径——基于伯恩斯坦的教育边界理论[J].全球教育展望,2023,52(11):31-42.
基金信息:
国家社会科学基金“十四五”规划2021年度教育学一般课题“普通高中高质量课程体系的多元协同建设机制研究”(项目编号：BHA210139); 广东省哲学社会科学规划2023年度学科共建项目“普通高中学校课程建设质量的评价指标体系构建研究”(项目编号：GD23XJY37)的研究成果
2022-04-11
2022
2022-09-22
2022-11-16
2022
1
2023-11-10
2023-11-10