课程理解的微观视窗:学校科目社会史

A Microscopic View of Curriculum Understanding:The Social History of School Subjects

20世纪70年代以来,西方课程研究经历了重要的范式转换,从追求课程“开发”,探索一种普适性的课程规律转向追求课程“理解”,阐释多元智慧的课程意义。课程研究走出了操纵性、科层体系和科学主义量化研究的歧途后,课程的“历史”被重新发现了,课程话语众声喧嚣,课程文本复杂多义,为研究者和广大教师提供了反思和对话的无限可能。英国课程学家艾弗·古德森从理解课程的微观视角——理解学校科目的社会史切入,研究了地理学科背后的历史建构进程和不同利益群体的相互作用机制,理解采用的四种方法分别是微观切入,批判性研究,情境与人的动态辩证,解释意义、假设检验与理论生成,从而开辟了理解学校科目和理解课程的新路径。

Since the 1970s,the western curriculum research has experienced an important paradigm shift from the pursuit of curriculum development,exploring a universal law of course to the pursuit of course understanding,interpreting the meaning of course of multiple intelligences.The“history”of curriculum research has been rediscovered after it got out of the misguided way of manipulative,bureaucratic system and quantitative research of scientism.The numerous voices in the curriculum discourse and the complex and polysemy of the curriculum text provide infinite possibilities for reflection and dialogue for researchers and teachers.Ivor Goodson,a British curriculum scientist,has studied the historical construction process behind geography and the interaction mechanism of different interest groups from the microscopic perspective of understanding curriculum:social history of school subjects.The four methods of understanding are micro-cutting,critical research,dynamic dialectic between situations and people,interpretation of meaning,hypothesis testing and theory generation,thus opening up a new path of understanding school subjects and curriculum.