摘要
西方课程史研究作为课程理论发展的新路径,得到我国越来越多学者的关注。美国课程史奠基人克利伯德和英国课程史专家古德森,开创了西方课程史宏观和微观两条重要的研究路径。基于课程理解范式,前者提出"混重化"的课程变迁观,后者提出社会建构的课程观,两者都采纳了"结构与行动者"的分析框架,展现了课程变迁动态辩证的特征。比较两条研究路径,有助于我们进一步明晰课程史研究的价值与意义,辩证看待基于某一研究视角所能诠释的范围,理性认识研究方法的优势及局限,为更好地研究我国课程史提供有益启示。
As a new path of development in curriculum theories, the western curriculum history research has gained more and more attention from scholars in China. The founder of American curriculum history Kliebard and the expert of British curriculum history Goodson created two important research paths from both macroscopic and microcosmic perspectives of western curriculum history. Based on the understanding paradigm of the curriculum, the former put forward the concept of hybridization, while the latter focused on the social constructionist perspective. Both of them adopted the framework of 'structure and actor' to show the characteristics of the dynamic and dialectic changes of the curriculum. The comparison of the two research paths would be helpful for further clarifying the value and significance of the curriculum history research, viewing dialectically the interpreted research perspective, forming a rational understanding of the advantages and limitations of the research methods, and providing beneficial inspiration for better research in China 's curriculum history.
出处
《教育学术月刊》
北大核心
2015年第7期106-111,共6页
Education Research Monthly
基金
江苏省教育科学"十二五"规划青年专项资助课题"认识论视域下我国当代职业教育课程模式研究"(C-a/2013/03/009)
关键词
课程史
课程变迁观
研究路径
结构-行动者
the curriculum history,concept of curriculum change,research path,structure and actor
