从课程论到课程学:课程理论发展的必然逻辑

发布时间：2018-03-19 08:41

本文选题：课程论　切入点：课程学　出处：《课程.教材.教法》2017年06期 　论文类型：期刊论文

【摘要】：课程理论的产生和发展经历了"课程论的萌芽""课程论的形成"和"课程学的创建"三个阶段。课程学产生的外因是,20世纪60年代以来特别是人类进入信息时代以后,社会发展对提高学校育人质量的客观要求、科学文化发展对革新学校教育的巨大影响以及受教育者对改革学校教育的新需要;其内因是,基于课程理论内部诸因素的交互作用而促其理论结构逐步演进的规律。这一演进规律的主要表现是,在课程理论外部诸因素的作用下,课程论内在的理论结构与其理论的功能之间产生了越来越尖锐的矛盾,即出现了由于课程论内在的理论结构不合理而导致其理论的功能不断变弱的问题。课程学之所以能超越原有的课程论,是因为它不断优化理论结构,不断提高科学水平,发挥出远远强于原有课程论的功能。
[Abstract]:The emergence and development of curriculum theory experienced "Curriculum" shoots "curriculum theory formation" and "courses to learn to create" three stages. The external cause of course is that since 1960s, especially after the mankind enters the information age, social development of the objective requirements to improve the education quality, scientific and cultural development of great influence on the reform of school education and the educated new need for education reform; the internal cause is based on the interaction of various factors and promote the curriculum theory of internal structure theory gradually evolution. Mainly this evolution law is in the factors of external curriculum theory, curriculum theory and contradiction the more intense between the theory structure and theory of intrinsic function, namely due to the inherent structure theory of curriculum theory is not reasonable due to the theory of the function of weakening. Curriculum theory can surpass the original curriculum theory, because it constantly optimizes the theoretical structure, constantly improves the scientific level and exerts a far stronger function than the original curriculum theory.

【作者单位】：华中师范大学教育学院;
【分类号】：G423

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