20世纪美国课程史研究的取向

The Orientation of the Research of American Curriculum History in the 20th century

通过梳理20世纪美国课程史研究的历程表明,美国课程史研究先后经历了进步取向、修正主义取向和文化历史取向。不同取向的课程史研究的兴起,有着其独特的社会历史文化背景,并导致在价值预设、研究内容、研究方法上的不同。基于已有的课程史研究及其所展现的研究取向,展开批判性反思,形成具有开创性的研究取向,是我国课程史研究需要回答的重要课题。

The course of the research of American curriculum history in the 20th Century demonstrates that its research successively experienced Progressivism orientation, Revisionism orientation, and cultural history one. The rise of research with different orientations has its unique social, historical and cultural background and leads to the differences on value assumption, research content and research approach. How to do critical reflection and develop creative research orientation on the basis of present curriculum history research and research orientation is an important problem to be resolved in the curriculum history research.