斯腾豪斯对课程开发“过程模式”的诠释

发布时间：2018-02-10 08:28

本文关键词： 斯腾豪斯课程开发过程模式诠释　出处：《外国教育研究》2017年06期 　论文类型：期刊论文

【摘要】：基于对学校教育本质及课程开发目标模式的认识和批判,斯腾豪斯在英国人文学科课程改革中选择了替代性的过程模式来指导课程开发。他依据有价值的内容的选择原则及活动的结构、教学中的"过程原则",同时重拾被泰勒排除的"两种可能性",来开发现代中学的人文学科课程。与布鲁纳的《人:一门研究之课》这门基于学科结构开发的课程不同,研究团队将《人文学科课程计划》的开发变成了以争议性问题领域为切入点的系统的课程行动研究。斯腾豪斯认为,在强调知识与理解的教育领域中,过程模式是一种更合理的课程开发方式,它反映的是一种更普遍的教育价值以及基于过程的教育质量观,这种模式有利于教师个人和专业的发展,但也带来了教师发展的现实困境,从而提出了以教室里的批判性探究为基础的持续的专业发展的需要。
[Abstract]:Based on the understanding and criticism of the essence of school education and the model of curriculum development goal, Stenhouse chose an alternative process model to guide curriculum development in the British Humanities Curriculum Reform. He relied on the principles of choice of valuable content and the structure of his activities. The "principle of process" in teaching and the "two possibilities" ruled out by Taylor to develop the humanities curriculum in modern middle schools are different from Bruner's "Man: a course of Research", which is based on the development of the structure of the subject. The team turned the development of the Humanities Curriculum Plan into a systematic study of curriculum action with the entry point of the controversial issue area. In the field of education, where knowledge and understanding are emphasized, Stenhaus argues, The process model is a more reasonable way of curriculum development, which reflects a more universal educational value and a process-based view of educational quality, which is conducive to the development of teachers' individual and professional. But it also brings about the dilemma of teachers' development, and puts forward the need of continuous professional development based on critical inquiry in the classroom.
【作者单位】：西南大学教师教育学院;
【基金】：重庆市教育科学规划项目“斯腾豪斯的‘教师成为研究者’思想及其实践模式研究”(项目编号:2016-GX-090) 西南大学中央高校基本科研业务费专项资金资助项目“斯腾豪斯的课程思想研究”(项目编号:SWU1509514)、“20世纪英国教师研究运动的形成及其启示”(项目编号:SWU1509490)
【分类号】：G423

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