中国课程论百年发展的历程、特点与展望

On the Historical Track,Characteristics and Prospects of the Development of Curriculum Theory in China over the Past 100 Years

中国课程论学科自20世纪20年代创立以来,经历了学科发展的初创、停滞、重建以及多元化发展四个阶段。回顾和总结中国课程论百年发展的特点发现,课程论学科构建的立场经历了从外来到本土化的不断推进;课程论的学科边界从一个相对独立的研究领域到依附教学论,再到独立并走向与教学论的整合;课程论领域关注的主题体现了从静态的文本课程到文本课程与体验课程并重,从课程编制为主到多元课程研究谱系共生的变迁。展望中国课程论的未来发展,在学科体系上,应回归课程研究的原点,推进课程论的学科群建设;在教材体系上,基于人才培养的需要,分层分类开发优质适学教材;在话语体系上,中国学者要根植于本土文化传统,完善中国特色的课程论体系。

Since its establishment in the 1920s,China's curriculum theory has experienced four stages of its development over the past 100 years:initiation,stagnation,reconstruction and diversification.At present,it is moving towards maturity.Reviewing and summarizing the characteristics of the development of curriculum theory in China,we could find that the position of the subject construction of curriculum theory has experienced the continuous promotion from foreign to local.The discipline boundary of curriculum theory develops from a relatively independent research field,to a field depend on teaching theory,and then to a field which is integrating with teaching theory.The topics in the field of curriculum theory reflect the transition of the focus on the text curriculum to the focus on both the text curriculum and the experience curriculum,and the transition from curriculum compilation to multi-curriculum research.The future development of curriculum theory in China should return to the origin of curriculum research and promote the construction of the discipline group of curriculum theory,develop high quality teaching meaterials of different levels,take root in the local cultural tradition and focus on constructing curriculum theory with Chinese characteristics.