教育理论与实践

道德问题和德性发展是课程的人本主义伦理内涵和核心指向。追求和促进人的德性自由发展是人本道德教育的本质体现。然而，当前课程学科化固化人与知识的边界、窄化师生伦理关系、简化教育评价，进而弱化“人本”核心素养。解决以上问题，应摒弃学科取向下的课程伦理，本着“为了人，回到人”的价值追求，从课程意识—跨科育“人”、课程目标—目中有“人”、课程主体—师生化“人”和课程评价—以评促“人”四个方面构建人本视域下的课程伦理。

Moral issues and virtuous development constitute the humanistic ethical connotation and core objective of the curriculum. Pursuing and promoting the free development of human virtue embodies the essence of humanistic moral education. However,the current trend of curricular disciplinarization solidifies boundaries between individuals and knowledge,narrows teacher-student ethical relationships,and oversimplifies educational evaluation,thereby weakening the core literacy of being“human-centered”. To solve these questions,we should abandon disciplinary-oriented curriculum ethics. In line with the value pursuit of “for humans and centered on the human”,a“human-centered”curriculum ethics should be constructed through the following four dimensions: curriculum awareness-cultivating individuals through interdisciplinary approaches,curriculum objective-keeping individuals at the core of educational aims,curriculum agents(teachers and students)-fostering mutual transformation towards holistic individuals,and curriculum evaluation-promoting human development through assessment practices.