保持与专业前辈的对话——基于美国课程研究之历史取向的分析

发布时间：2018-04-05 21:43

本文选题：对话　切入点：课程研究　出处：《教育学报》2015年02期

【摘要】：历史探究取向在美国课程领域的兴盛来自于学者们对这一领域的洞察:倾向于对实践问题的即刻解答,追逐高度的实用性,偏好应急之举和权宜之计,并燃烧着以新代旧的激情。课程理论者和实践者需要通过与专业前辈的历史对话,来避免课程研究及变革的孤立性,熟谙课程的传统,从而摆脱某些不合需要的方面或某些无形的不利影响。对话以文献法、口述史、传记研究、内容分析法等路径展开,议题广泛,涉及课程作为一个工作和研究领域的成长、学校科目的演变、课程组织与机构、核心课程人物、课程论争的发展历程等。有待努力的方向是:对话的路径需加强个案研究;对话的旨趣需凸显了解、质疑、批判与理解,而不是寻求解方;对话主体应集课程学者与教育史学者两家之长。
[Abstract]:The rise of historical inquiry in the American curriculum comes from scholars' insight into the field: the tendency to answer practical questions instantly, to pursue a high degree of practicability, and to prefer contingency and expediency.And burning with the new generation of old passion.Curriculum theorists and practitioners need to avoid the isolation of curriculum research and reform and become familiar with the tradition of curriculum through historical dialogue with their professional predecessors so as to get rid of some undesirable aspects or some intangible adverse effects.The dialogue is based on literature, oral history, biographical research, content analysis and so on. It covers a wide range of topics, including curriculum growth as a field of work and research, the evolution of school subjects, curriculum organization and institutions, and core curriculum figures.The course of curriculum debate.The directions to be worked on are: the path of dialogue should be strengthened by case studies; the purport of dialogue should be to highlight understanding, question, criticize and understand, rather than seek solution; the main body of dialogue should be composed of curriculum scholars and educational historians.
【作者单位】：苏州大学教育学院;
【分类号】：G423

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