Cultural Research Of Curriculum Knowledge

As one of the core elements of curriculum and instruction,curriculum knowledge connects personal spiritual world and co-exist cultural world of mankind.From this premise,the research on the cultural attribute of curriculum knowledge is actually the horizon exploration of curriculum understanding under the guidance of the value "cultural education".In particular,the research combines literature study method,speculative method and textual analysis method.It investigates concept connotation,historical evolution and practical path of cultural attributes of curriculum knowledge.By identifying cultural as the instrinsic attibute of the curriculum knowledge,the research tries to reestablish the intrinsic relationship between the curriculum knowledge and culture.Firstly,tracing back to the ideological roots,the research combs theoretical results of cultural pedagogy,critical pedagogy and phenomenological pedagogy,and analyse their purport and connotation.On this basis,this study argues the three levels of cultural attributes of curriculum knowledge:value orientation,content component and implementation process.The argumentation starts with ideal curriculum knowledge,compares cultural attribute with political attribute and economical attribute,demonstrating its spiritual significance.Secondly,the research analyzes evolution process of cultural attribute of the curriculum knowledge through historical perspective.This process includes both the historical development trend of "in the world" and the local experience of "in China".In a certain sense,cultural attribute is the coagulation of history and the temporal expression of human practice.Without understanding the history of human civilization and the local history,we cannot recognize the concrete existence of cultural attribute.The evolution of world curriculum knowledge has experienced three historical stages:pre-modern civilization,modern civilization and post-modern civilization.During the pre-modern civilization period,the world education produces curriculum knowledge:Chinese curriculum knowledge(mainly Confucian curriculum knowledge),western curriculum knowledge,and Indian curriculum knowledge.The curriculum knowledge of these three types represents different cultural traditions,and is the concrete expression of culture in genetics.In the transformation of modernity,instrumental rationality and secularization have shaped modern curriculum knowledge together.The postmodern curriculum knowledge regarded as a kind of reparation and restoration of modernity is being planned in the theory of germination,and it reflects the trend of cultural integration and innovation.The estrangement of cultural attribute of curriculum knowledge is a product of modernity.It's not only embodied in the education of western developed countries,but also have a great impact on the construction of curriculum knowledge in local China.Since entering modern times,Confucian curriculum knowledge lost the monopoly,which affected by the abolition of the imperial examination system,the development of the westernization movement,the new school established progressively.At the same time,western science knowledge is legally incorporated into Chinese curriculums.After the baptism of the May 4th movement,the Confucian curriculum knowledge was criticized and becomes marginality in the course teaching.After new China,the curriculum knowledge also incorporated into the process of political reform in the period of "three transformations" and the Cultural Revolution,pay attention to the political function of curriculum knowledge.Since the reform and opening up,the economic construction has been the central national strategy,which has kept the curriculum knowledge embedded in the economic reform.The economy of curriculum is valued,knowledge learning is the preparation for material life,and the commoditization of knowledge begins to emerge.Due to the stengthening of political and economic attributes,there appear to be the native predicament of cultural alienation..Cultural alienation is not only reflected in the text of curriculum,but also in the teaching process.This kind of estrangement is influenced by cultural barrier,cultural lock and cultural decoration,which makes the cultural implication of teaching gradually decrease and even goes to the opposite side of culture.The dilemma is embodied in the regulation of teaching time and the segments of teaching space.The cultural alienation finally changes the existence of teachers and students,which make the teaching life have the modern dilemma of the manifold and the mediocre.As a reform opportunity,this dilemma has become an important breakthrough of education reform in the new era.In the end,the author puts forward that cultural regression can be achieved through transformational practice,aiming at the existential dilemma of the people who are alienated from cultural attribute of curriculum knowledge.This transformative practice is a practical scheme of complexity;it needs to be realized in three aspects:concept level,system level and character level.Specifically,it means understanding "the curriculum knowledge as a cultural existence" on the concept level,confirming the intentional existence of culture and advocating the teaching of cultural response;Through the curriculum supply system reform on the system level,strengthen he cultural orientation of the national curriculum knowledge,local curriculum knowledge,school-based curriculum knowledge.At the character level,teachers and students should be shaped as cultural practitioner,so that the process of cultural practice can turn into the communication process of cultural intention.