20世纪美国课程史研究的范式转换

The Paradigm Shift of American Curriculum History in 20th Century

借用库恩的范式及范式转换的理论考察了20世纪美国课程史研究中相继兴起的传统史、社会史和新文化史三种研究范式。不同范式之间并非取代关系;推动范式转换的内在因素是不同时期美国学校课程内涵的变化和课程理论的发展;范式转换的过程体现了美国课程史研究不断增强的学科理论自觉性与开放性。

According to Kuhn＇s paradigm theory, this paper examines the paradigm of traditional history, social history and new cultural history in the research of American curriculum history in 20th Century. Different paradigms can not substitute, each other. The internal factor of promoting the shifting of paradigm is the change of curriculum connotation and the development of curriculum theory during different periods. The paradigm shift reflects the continuously enhanced theoretical consciousness and openness in the study of American curriculum history.