泰勒原理和凯洛夫教学论的比较——兼论课程论和教学论之间的关系

发布时间：2018-01-04 13:03

本文关键词：泰勒原理和凯洛夫教学论的比较——兼论课程论和教学论之间的关系　出处：《西南大学学报(社会科学版)》2009年06期 　论文类型：期刊论文

【摘要】：20世纪50年代以来,以凯洛夫为代表的传统教学论一直是中国主流教学理论与实践发展建构的基本理论框架。近年来,西方各种课程理论越来越为中国学者所理解与接受。其中,泰勒的课程理论被公认为是西方课程探究的主要范式,被誉为"西方现代课程理论的基石"。这两种理论产生的社会历史背景不同,涉及的意识形态来源各异,肩负的教育使命亦迥异,因而对"课程"、"教学"及二者之间的关系有不同的理论诠释。对这两种理论进行比较,藉此对课程(论)与教学(论)的关系进行初步的梳理、整合与重建。
[Abstract]:Since 1950s, with Kairov as the representative of the traditional teaching theory is the basic theoretical framework China mainstream teaching theory and practice of the construction and the development. In recent years, more and more western curriculum theory to understand and accept Chinese scholars. Among them, the curriculum theory of Taylor considered as the main paradigm of Western Curriculum inquiry, known as the "cornerstone of western modern curriculum theory. These two theories have different social and historical background, different sources of ideology involved, shouldering the mission of education is also very different, so the" course ", the relationship between" teaching "and the two are different. Comparing the theoretical interpretation of the two theories, the curriculum (Theory) and teaching (on) a preliminary analysis of the relationship between integration and reconstruction.

【作者单位】：南洋理工大学;香港大学;西南大学外语学院;
【分类号】：G423
【正文快照】： 主持人语:课程与教学以及课程论与教学论的关系,始终是课程与教学论学科关注的重要问题。理解二者之间的联系与分界,对于课程与教学的理论与实践来说,都具有十分重要的意义。从联系的角度而言,我们需要理解如何经由课程到达教学,使教学过程更富目的性和思想性;也要知道如何经

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