后现代课程研究的新航线

New Ideas on Postmodern Curriculum Studies

后现代课程研究在西方经历了三个发展阶段,并对我国的课程研究和实践产生了深远的影响。遗憾的是,我国学者所借鉴的后现代课程研究方面的成果,主要限于派纳等1995年提出的"课程理解"阶段之前的成果。实际上,此后在西方学术界,后现代课程研究得到了进一步的发展。后现代课程研究的一些新进展和新主张不胜枚举,其中影响较大的主要有高夫的全球化背景下后殖民主义课程观、雷诺兹的课程航线思想、利文斯通的课程未来学观点、佛耐丁关于科技发展对课程影响的反思、胡文松后结构主义游牧的课程思考方式、弗莉娜的课程动态学思想等。后现代课程研究的新航线扩展了课程再概念化的内涵,进一步颠覆了现代课程研究范式注重技术理性和控制的理论和实践,正在从"课程理解"范式的基础上向"课程反思"和"课程改造"范式发展。

Postmodern curriculum studies have experienced three stages of development. The first stage focused on the reflection of modern curriculum paradigm and practice. The second stage focused on constructive efforts of establishing curriculum theories based on postmodern ideas. The third stage is characterized by the flourish of different approaches to curriculum which evoked an understanding paradigm of curriculum studies. These postmodern studies had profound influences on curriculum studies and practice in China. However, most references Chinese educationists used were produced before W. F. Pinar published his Understanding Curriculum in 1995. This paper explores new ideas on curriculum studies after Understanding Curriculum as a milestone of understanding paradigm of curriculum studies. By selecting Gough＇s perspective on curriculum under the context of globalization, Reynolds ＇ approach to curriculum studies, Livingstone＇s concern about curriculum for the future human being, H wu＇s Nomadic approach to curriculum studies, and Fleener＇s theory of curriculum dynamics, this paper outlines a big development of postmodern curriculum studies, and points out the major focus and possibilities of curriculum studies towards curriculum transformation for the future.