制度性课程话语研究引论:问题、方法与意蕴

发布时间：2018-10-16 18:37

【摘要】：制度性课程话语是指在学校课程领域内起到规范、型塑、约束人与课程发展作用的课程话语,是课程理论与实践研究者、课程管理者以及相关人员用来表达课程问题的语句、核心概念或观念。制度性课程话语具有不同程度的强制性和社会性特点,其研究方法侧重于"考古学"研究与历史研究相结合。制度性课程话语研究的意义在于明确不同时期课程发展的状况,理解课程话语的生成机制,预测课程发展的趋势并指导课程实践。
[Abstract]:Institutional curriculum discourse refers to the curriculum discourse which plays a normative, formative, restrictive and developmental role in the field of school curriculum. It is a statement used by researchers of curriculum theory and practice, course managers and related personnel to express curriculum problems. A core concept or concept. Institutional curriculum discourse has different degree of mandatory and social characteristics, and its research methods focus on the combination of "archaeology" and historical research. The significance of institutional curriculum discourse research lies in clarifying the status of curriculum development in different periods, understanding the generating mechanism of curriculum discourse, predicting the trend of curriculum development and guiding curriculum practice.
【作者单位】：吉林师范大学物理学院;哈尔滨师范大学教育科学学院;
【基金】：吉林省2012年度基础教育教学研究重点课题《中学物理实验与传感器整合的研究》吉林师范大学高等教育教学研究课题《大学研究性教学的模式与策略研究》(课题编号:Jsjy1259)的阶段性成果
【分类号】：G423.07

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