课程思想遗产的重建——基于坦纳对美国课程的历史探究

To Reconstruct the Legacy of Curriculum——Based on Tanners' Historical Exploration into American Curriculum

课程史学家丹尼尔·坦纳和劳雷尔·坦纳批评美国课程改革行动的"非历史"特征,强调应将当下的课程问题建立在过去的经验之上。他们持发展性的课程史观,主张美国学校课程在朝向进步的发展历程中,主流思潮和与之相抗的逆流共生并存。他们尤为强调,所有的严肃历史都是一种重建,对于很多课程思想遗产,如"学习即探究"、"课程的综合"、"教师作为课程编制者"等,都应当进行重新认识和评价以更好地借鉴。

Famous curriculum historians, Daniel Tanner and Laurel N. Tanner criticize the character of ＂non-history＂ of American curriculum reform, and emphasize that the present curriculum problems should be built on past experience. Their conception of curriculum history is developmental, and they hold that the main currents should coexist with the coun- tercurrents as countervailing forces in the process of the school curriculum moving toward progress. They especially stress that serious history is a king of reconstruction, and the curriculum legacy such as ＂learning as inquiry＂, ＂synthesis of cur- riculum＂ and ＂teacher as the curriculum maker＂ should be reconsidered and reassessed in order to make better use of .them.