摘要
托马斯·波克维茨的批判课程理论以福柯的权力/知识理论、知识社会学、年鉴学派的史学观、布迪厄的空间理论为理论基础,对课程本质、课程目标、课程内容、课程实施、课程评价、课程研究方法论进行了深刻剖析。他从"谁的知识最有价值"转向"最有价值的知识如何形成"的提问方式,重新审视了权力、知识、主体、历史的概念,以独特的课程研究视角挑战传统课程观和主流批判课程理论,从而为课程研究打开新的可能性空间。
Thomas S. Popkewitz＇s critical curriculum theory is based on Foucault＇sphilosophy of power/knowledge,sociology of knowledge,Annales School＇s history andPierre Bourdieu＇s spatial theory. Thomas S. Popkewitz＇s critical curriculum theory gives in-sights into curriculum essence,curriculum objective,curriculum content,curriculum imple-mentatio,curriculum evaluation and curriculum research methodology.He reexamines theconcepts of power,knowledge,subjective and history,with the transformation of the way ofquestioning from＂whose knowledge is the most valuable＂to＂how to make the valuableknowledge possible＂.His unique perspective of curriculum research challenges traditionalviews of curriculum and mainstream of critical curriculum research,and open new space foralternative possibilities in curriculum research.
出处
《外国教育研究》
CSSCI
北大核心
2017年第10期59-72,共14页
Studies in Foreign Education
基金
中央高校基本科研业务费专项资金资助重大培育项目"新高考改革进程中学校整体变革研究"(项目编号:SWU1709227)
2016年度重庆市社会科学规划一般项目"新高考进程中的高中学业水平考试改革研究"(项目编号:2016YBJY065)
