课程史研究:史观、议题与困扰

The Research of Curriculum History: History View, Topic and Puzzle

传统课程研究是以哲学、社会学和心理学为理论基础的,并不涉及历史的因素,因而缺乏一种深邃的历史视野与厚重的历史关怀。对历史记忆的模糊往往会对当下现实产生虚幻。因此,从历史发展的脉络来推进课程研究,无疑是对"工具理性"课程研究传统的一种突破和创新。在新时期,为深化课程史研究,需确立发展性的进步史观,并对课程科学史、课程文化史等相关核心性议题展开探讨。开展课程史研究是一项极具挑战性的工作,"课程的过去"不值得研究、课程史研究解释力的积弱以及研究方法的褊狭,构成了课程史研究的内在性困扰。

The traditional research of curriculum is on the base of philosophy, sociology and psychology, but does not involve historical factor. Therefore, it lacks a kind of the profound historical view and the massive historical concern. The dim memory of history always has false on the present reality. It is no doubt that advance curriculum research from the context of historical development is a kind of breakthrough and innovation on traditional research of ＂instrumental rationality＂. In the new era, in order to deepen the research of curriculum history, the developmental and progressive view of history should be established; what＇s more, the history of curriculum science and the history of curriculum culture and other related core issues should be discussed. It is extremely challenging work to carry out the research of curriculum history. ＂The past of curriculum＂ is unworthy of study, the cumulative weakness of explanatory power of the research of curriculum history and narrowness of research methods contributes the internal problem of the research of curriculum history.