加拿大社会科课程四大范式及其规范化

发布时间：2018-05-09 04:38

本文选题：课程论 + 社会科课程　；参考：《比较教育研究》2017年05期

【摘要】：加拿大社会科课程在美国相关课程理论的影响之下,历经一个世纪的发展,逐渐形成了社会启蒙、社会改革、个体发展和智识发展四大范式。本文介绍了这些范式的发展历史及具体内容,并通过课堂教学实例分析了四大范式在实践中相互联结和相互重叠的复杂关系。近年来,加拿大在内容知识、批判性思维、信息收集与报告、个人与社会价值标准、个人与集体行动等5个方面尝试建立了说明性目标,体现了对不同范式共时存在的认可,也体现了加拿大为消除多种范式造成的范式混乱所作出的努力
[Abstract]:Under the influence of the relevant curriculum theory in the United States, Canadian social science curriculum has gradually formed four paradigms of social enlightenment, social reform, individual development and intellectual development after a century of development. This paper introduces the development history and concrete contents of these paradigms, and analyzes the complex relations between the four paradigms in practice through classroom teaching examples. In recent years, Canada has attempted to establish illustrative goals in terms of content knowledge, critical thinking, information collection and reporting, individual and social value standards, and individual and collective action, reflecting the recognition of synchronic existence of different paradigms. It also reflects Canada's efforts to eliminate paradigm confusion caused by multiple paradigms.
【作者单位】：北京师范大学国际与比较教育研究院;
【分类号】：G632.3

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