泰勒原理和凯洛夫教学论的比较——兼论课程论和教学论之间的关系

Comparison Between the Tyler Rationale and Kairov's Pedagogical Theory

20世纪50年代以来,以凯洛夫为代表的传统教学论一直是中国主流教学理论与实践发展建构的基本理论框架。近年来,西方各种课程理论越来越为中国学者所理解与接受。其中,泰勒的课程理论被公认为是西方课程探究的主要范式,被誉为"西方现代课程理论的基石"。这两种理论产生的社会历史背景不同,涉及的意识形态来源各异,肩负的教育使命亦迥异,因而对"课程"、"教学"及二者之间的关系有不同的理论诠释。对这两种理论进行比较,藉此对课程(论)与教学(论)的关系进行初步的梳理、整合与重建。

Since the 1950s, Kairov＇s pedagogical theory has been widely accepted as the dominant theoretical framework for the development of pedagogical theory and practice in China. Over the last two decades, a variety of western curriculum theories has become increasingly popular and well received among educational scholars in China. Tyler＇s curriculum theory, also called the Tyler Rationale, is widely regarded as the leading paradigm of traditional curriculum inquiry, the cornerstone of western curriculum theory and practice. However, Kairov＇s pedagogical and Tyler＇s curriculum theories were developed in two completely different socio-historical contexts and with different missions to accomplish, and therefore offer different interpretations on the relationship between curriculum and pedagogy. This article attempts to clarify the relationship between curriculum theory and pedagogical theory through comparing the Tyler Rationale with Kairov＇s pedagogical theory, and in so doing, to reconstruct the relationship between curriculum and pedagogy.