摘要
西方课程研究的复杂性取向兴起于20世纪90年代,这场课程研究的范式转向是在"概念重建运动"逐步深入、对现代课程理论进行全面反思与批判的背景下,借鉴复杂理论、混沌理论等研究复杂系统的研究成果对现代课程研究中简单思维的自发纠偏,进而实现课程研究的复杂性自觉的跨学科对话。深入分析这场课程研究范式变革的主要观点与核心论题有必要从其课程研究的本体论、认识论以及知识论三个维度来剖析这场复杂性转向的旨趣与意义。
The complexity turn of western curriculum research emerged in the 1990s, this curricu- lum research paradigm shift was to utilize the complexity theory, chaos theory and other researches on complex systems to correct the simplification thinking in the modem curriculum study spontane- ously, then to realize the interdisciplinary dialogue between curriculum studies and complexity theo- ry consciously which based on the movement of the ＂Reconceptualism＂ and the reflection on the modem curriculum. To understand the main points of this paradigm turn of curriculum studies, the three dimensions of ontology, epistemology and methodology would be chosen to understand the pur- port and significance of this complexity turn.
出处
《全球教育展望》
CSSCI
北大核心
2014年第5期3-10,共8页
Global Education
基金
国家留学基金委以及华东师范大学"博士研究生新人奖"资助
关键词
课程范式
课程研究
复杂性转向
复杂理论
curriculum paradigm
curriculum research
complexity turn
complexity theory
