西方课程研究的空间转向及其政策意义

Curriculum Space: The Perspective Turn of Curriculum Studies and Its Policy Significance

过去三十年,英美等西方国家一直试图在全国范围内建成质量标准统一的课程教学体系。研制基于标准的学业质量评价工具因此成为西方课程研究的主流范式。由于无视地方课程活动的空间结构,这一课程改革进展并不顺利,甚至加剧了地方教育危机。课程研究的"空间转向"可以弥补课程改革政策及主流课程研究的空间视角缺失,并为认识"地方课程空间"的复杂结构提供分析框架,同时也为调整课程改革政策、创造让教师和学生感到尊重与快乐的"课程空间"提供了诸多有益的理论路径。

In past thirty years, the western countries, led by America and England, have committed to build nation-wide school system with unified quality standards. Developing standard based performance evaluation tools thus become the dominant paradigm in the field of curriculum studies. Because of overlooking the local curriculum contexts, the national standardized curriculum reform has never approached its goal, but has aggravatedthe local educational tension. The spatial turn of curriculum studies is not only a good remedy for the ignorance of local contexts in national curriculum policies, but also has offered multiple frameworks to understand the complicate structures of local curriculum spaces, which provides the national policy makers with sound theoretical ways to revise their curriculum reform initiatives, and to build curriculum space fitting with the will of local teachers and students.