为成年生活做准备:博比特的课程学主题及其现实意义

Preparing for Adult Life: Bobbitt's Curriculum Theory and its Practical Significance

作为课程学的创始人,博比特明确提出教育要"为成年生活做准备"。这个课程学的经典主题包含两项基本判断:第一,学校课程是校外生活的补充;第二,学校课程要面向社会生活实际。在今天看来,博比特的主张颠覆了我们的一些认知:学校课程应作为校外生活的补充,而不是相反;教育者可以明确主张一些值得敬重的成人生活方式,而不是留待儿童自己去摸索。今天,学校课程被视为一个完整的功能单位,不再被作为校外社会生活的补充。进而,出于对测量和问责的强调,学校课程变得越来越独立、完整,在教育过程中开始享有独占地位,儿童的校外生活空间受到挤压。这种学校课程模型背离了博比特的初衷。学校课程与校外生活之间的这种隔离和对抗,造成了学校教育病。博比特在一百年前规划的这一课程学主题可以为应对目前的困境提供启发。

As the founder of modern curriculum theory, Franklin Bobbitt clearly stated that education should ＂prepared for adult life＂. This proposition contains two basic judgments： first, the school curriculum is a supplement to off-campus life. Second, the school curriculum should orient to the reality of social life. From the current standpoint, Bobbitt＇s claims subvert some of our perceptions： the school curriculum should be a complement to the off-campus life, not vice versa. Educators can clearly advocate some respectable adult lifestyles, rather than leaving children to explore alone. Today, the school curriculum is seen as a completely functional unit that is no longer complemented by off-campus social life. Furthermore, due to the emphasis on assessment and accountability, the school curriculum has become more and more independent and complete and has begun to enjoy exclusive status in the education process, and the children＇s off-campus living space has been squeezed. This school curriculum model deviates from the original intention of Bobbitt. The isolation and confrontation between the school curriculum and off-campus life have caused the main problems of school education. The curriculum theory that Bobbitt developed one hundred years ago can provide inspiration for dealing with the current dilemma.