20世纪上半叶中国课程论研究的历史回勘——以教育学著作与教材为中心的考察

A Historical Review of the Research on Curriculum Theory in China During the First Half of the 20th Century—Centered on the Investigation of Educational Works and Textbooks

20世纪上半叶,中国课程论研究的发展经历了萌芽与依附时期、独立与自觉时期、低潮与反思时期三个阶段。中国学者从课程本质、课程标准、课程编制、课程实践、课程改革等主题进行了研究,不断推动着我国课程论研究领域的丰富。这一时期,在研究者的不懈探索下,我国课程论研究取得了重要进展,并呈现一定的时代特征:课程论成为相对独立的研究领域,其研究内容以服务课程现实为中心,其研究方式以“译介型”为主线。回顾与梳理20世纪上半叶我国课程论研究的发展样态,对当今创建具有中国特色的课程论学科、探寻我国课程论研究的未来走向不无裨益。

During the first half of the 20th century,the development of curriculum theory in China went through three stages:the period of germination and attachment,the period of independence and self-awareness,and the period of decline and reflection.The Chinese scholars studied curriculum essence,curriculum standard,curriculum development,curriculum practice,curriculum reform,and other topics,which had constantly enriched the field of curriculum theory research in China.During this period,under the unremitting exploration of researchers,curriculum theory in China made important progress and presented certain characteristics of the times:curriculum theory became an independent field of study,its research content served the curriculum reality as the center,and its research method took″translation type″as the main thread.Reflection on the development pattern of curriculum theory research in China in the first half of the 20th century would be beneficial to construct the curriculum theory discipline with Chinese characteristics and explore the future trend of curriculum theory research in China.