CAJ | 학술논문

课堂文化是社会宏观文化的一种映射，是一种特殊的文化，它主要指在课堂教学过程中形成的并为师生所自觉遵循的思想观念、教学行为方式和教学思维习惯。由于课堂文化的差异，虽然我国科学课程改革的理念、目标、口号、标准，甚至与国外科学教科书的学科知识结构非常相似，但培养的过程和结果却存在着巨大差异。这种差异很多植根于课堂文化的差异，而课堂文化又有着深厚的社会基础，并受传统文化的影响，且课堂又是再生产社会和文化的重要途径。课程改革牵动着文化与社会的神经，从课堂的文化的角度比较中瑞两国科学课程的实景差异，既有利于课程理解与对话，又能深入思考科学课程改革的本土化问题。
과당문화시사회굉관문화적일충영사，시일충특수적문화，타주요지재과당교학과정중형성적병위사생소자각준순적사상관념、교학행위방식화교학사유습관。유우과당문화적차이，수연아국과학과정개혁적이념、목표、구호、표준，심지여국외과학교과서적학과지식결구비상상사，단배양적과정화결과각존재착거대차이。저충차이흔다식근우과당문화적차이，이과당문화우유착심후적사회기출，병수전통문화적영향，차과당우시재생산사회화문화적중요도경。과정개혁견동착문화여사회적신경，종과당적문화적각도비교중서량국과학과정적실경차이，기유리우과정리해여대화，우능심입사고과학과정개혁적본토화문제。
Classroom culture is a special culture, which is a mapping of social macro-culture. It mainly refers to concept, teaching mode and thinking habit, which form in classroom teaching process and are followed consciously by both teachers and students. In the Chinese classroom culture of scientific teaching, instruction, book knowledge, accumulation of knowledge, examination results, the power of teachers, discipline and behavior restraint are emphasized. In comparison, the Swedish classroom culture of scientific teaching lays emphasis on scientific research, operational capacity, science and life, gross culture of scientific attainment, the power of studentsin class, flee expression of thought and democracy in class. Although the two countries are very similar in concept, target, slogan, standard ofmacroseopieal reform of scientific curriculum, and even in knowledge structure of subjects in textbooks, the students trained are very different. This kind of classroom culture has its profound social foundation and is influenced by traditional culture. At the same time, classroom is an important way of social and cultural reproduction. So to compare the curriculum reform of two countries in the sense of culture not only favors the understanding and communication of curriculum but also help deeply consider localization of scientific curriculum reform.