CAJ | 학술논문

“课程即对话和转变的过程”的思想渊源是实用主义的经验论，这种说法是对当代课程所作的错误定性和错误定位。美国中小学选定的是以预设为基础动态生成的课程，这种课程既不同于传统教育工作者强加给学生的那种固定的“包裹”，也不是多尔所说的“跑的过程”。以学生为主体，以重视精神文化的学习为前提，引导学生主动连接经验世界和精神文化世界，促进学生主动发展，这是当代课程的根本属性。同时，还应该明确，课程与教学虽有密切联系，但两者的本质区别在于具有不同的性质和不同的定位。
“과정즉대화화전변적과정”적사상연원시실용주의적경험론，저충설법시대당대과정소작적착오정성화착오정위。미국중소학선정적시이예설위기출동태생성적과정，저충과정기불동우전통교육공작자강가급학생적나충고정적“포과”，야불시다이소설적“포적과정”。이학생위주체，이중시정신문화적학습위전제，인도학생주동련접경험세계화정신문화세계，촉진학생주동발전，저시당대과정적근본속성。동시，환응해명학，과정여교학수유밀절련계，단량자적본질구별재우구유불동적성질화불동적정위。
The ideological origin of ＂curriculum is the course of dialogue and transformation＂ is the practical empiricism. This kind of statement is the incorrect nature determination and orientation of modern curriculum. What the American elementary and secondary schools choose is the curriculum by dynamic creation based on presetting. This kind of curriculum is not only different from the fixed ＂parcel＂ that imposed by traditional educators to the students, but also different from the ＂running process ＂ mentioned by Doll. Taking the students as its subject and paying attention to the learning of spiritual culture as premise, to guide students to forwardly connect experiential world and spiritual cultural world and to promote students to develop on their own initiative are the fundamental nature of modern curriculum. Meanwhile, we should also clarify that although curriculum and teaching are closely related to each other, their essential differences rest with different nature and different orientation.