从课程论到课程学:课程理论发展的必然逻辑

From the Theory of Curriculum to the Subject of Curriculum:Inexorable Logic of Curriculum Theory Development

课程理论的产生和发展经历了"课程论的萌芽""课程论的形成"和"课程学的创建"三个阶段。课程学产生的外因是,20世纪60年代以来特别是人类进入信息时代以后,社会发展对提高学校育人质量的客观要求、科学文化发展对革新学校教育的巨大影响以及受教育者对改革学校教育的新需要;其内因是,基于课程理论内部诸因素的交互作用而促其理论结构逐步演进的规律。这一演进规律的主要表现是,在课程理论外部诸因素的作用下,课程论内在的理论结构与其理论的功能之间产生了越来越尖锐的矛盾,即出现了由于课程论内在的理论结构不合理而导致其理论的功能不断变弱的问题。课程学之所以能超越原有的课程论,是因为它不断优化理论结构,不断提高科学水平,发挥出远远强于原有课程论的功能。

The emergence and development of the subject of curriculum passed through three stages： the beginning of the theory of curriculum, the formation of the theory of curriculum and the found of the subject of curriculum. The external causes for the emergence of the subject of curriculum in 1960s consist of three parts： The social development emergence objective requirements for improving the quality of school education; the development of science and culture exerts a tremendous influence for improving the school education; and the students call for new needs for reforming the school education. The internal cause is the law which the inner structure of the curriculum theory progressively gradual progress because of the interaction among all factors in the curriculum theory. The main expression of this law is that the contradictory between the theory structure in the theory of curriculum with the fuction of the theory is the more sharp and the sharp, i. e. the fuction of the theory become constantly weakness because of the theory structure in the theory of curriculum is not rational. We should give full play to our subjective initiative on pushing forward the construction of the subject of curriculum following the law of its form.