后现代“立场”的课程观——多尔《后现代课程观》之思

The Curriculum Paradigm by Post-modern "Standpoint"——Reflections on Dole's Post–modern Curriculum Paradigm

"科学理性"下的课程观,学习被囿于一个封闭的系统里,学习是知识的记忆,而不是信息传递,沦为一种封闭的科学教条,教育与课程被工具化。多尔建设性地描绘了后现代课程丰富性、回归性、关联性和严密性的"4R"标准为课程的研究提供了新视角,给教育领域带来了深刻的思想变革。同时其提倡的不确定性、差异性及理论自身的复杂性等使其亦存有一定的局限性。

Under the curriculum Paradigm of "scientific rationality",learning is confined toa closed system,rather than a information transmission,it is a memory of knowledge. Learning becomes a closed scientific doctrine while education and curriculum are instrumentalized. Dole const-ructively describes the "4R" standard of post-modern curriculum in richness,regression,relevance and rigor,which provides a new perspective for curriculum research and brings profound ide-ological change to the education field. At the same time,the theory itself that he advocates of the uncertainty,differences and the complexity are also has some limitations.