再概念课程观的批判与启示

The Critique and Inspiration of Reconceptualization on Curriculum Studies

美国1970年以来兴起一股批判课程理论和实务的风潮,三十多年来这股着重意识形态及人文化的再概念课程观,已成为美国盛行的一种课程观点。这观点有其正面价值,例如促使人们检视课程中可能存在的不公或是课程对人文精神的忽视。然而这种观点也遭受一些质疑,例如过度忽略了实务,只取用现象学、存在主义及批判理论等特定的人文社会学科的理论,贬抑科学、管理学及心理学对课程的价值。这种见解主张在美国都不具有全面的影响力,近年来却在中文世界快速扩散。人们应多留意它的理论缺失,而不宜照单全收,尤其要避免推广这种不周全观点,造成中小学课程改革的不利。经由对这种观点的批判,可获致五点启示:课程批判与理解之必要、课程论述强调本土与自主、课程理论与实务应整合、课程学理基础广纳文理各科、课程探究着重关键重大议题。

There has been a trend for critiques on curriculum theories and practice in America since 1970, which emphasizes on ideology and humanism. This reconceptualization on curriculum studies becomes popular today in the USA. It improves our theory, as it indicates the unfairness in our teaching as well as the ignorance of humanism. However, it is also challenged by the critiques that it concerns little with practice for it pays too much attention to theories of literate and social sciences, and tries to make use of phenomenology and existentialism while depreciating the contribution management science and psychology make to teaching. Such conception is not widespread in the USA; however, it has been accepted thought China. Taking a whole look on this conception, we can acquire the following inspiration： first, it is necessary to criticize on curriculum theory; second, it is of importance to develop local theory; third, such theory should be put into practice; fourth, the theory ought to set its basis on all subjects; fifth, it is supposed to concern most about key problems.