體驗區
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| 篇名 |
当代美国学校课程统整范式的生成与演进
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| 並列篇名 |
The Formation and Evolution of Curriculum Integration Paradigm in Contemporary American
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| 作者 |
刘登珲(LIU Denghui)
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| 中文摘要 |
通过引进“范式”理论，围绕“范式”内在的核心问题、学术主张、团体互动、社会条件等要素刻画了当代美国课程统整的研究图景，析取了其内在的理论资源。研究发现，当代美国学校课程统整范式是专业学术团体在特定社会条件下围绕领域核心命题不断互动、交流的产物。根据逻辑基础和功能旨趣不同，当代美国课程统整研究分化出了“知识－效率”“自我－发展”“社会－理解”三种范式。这三种范式肩负着各自不同的使命，相互争斗又彼此融合。批判吸收美国课程统整的理论资源，要正视课程统整实践的复杂性、多样性与特殊性，摒弃范式之争，树立综合性的课程统整观。
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| 英文摘要 |
Through introducing the “paradigm” theory, this study depicts the research profile of curriculum integration in America and extracts its internal theoretical resources by centering on the core issues, academic propositions, group interaction, social conditions and other elements of the "paradigm". It is found that the current curriculum integration paradigms of America are the products of continuous interaction and communication between professional and academic groups around the era proposition of curriculum integration under certain social conditions. According to the different logical basis and functional purview, three paradigms, “knowledge-efficiency”, “self-development” and “society-understanding”, were differentiated in this research. With different missions the three paradigms compete with each other and merge with each other. To absorb the theoretical resources of curriculum integration in America critically, we should face up to the complexity, diversity and particularity of curriculum integration practice, abandon the controversy of paradigm, and set up a comprehensive view of curriculum integration.
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| 頁次 |
082-089
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| 關鍵詞 |
美国
、课程改革
、课程统整
、理论范式
、United States
、curriculum reform
、curriculum integration
、theory paradigm
、CSSCI
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| 卷期 |
42:7
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| 日期 |
202007
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| 刊名 |
比較教育研究
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| 出版單位 |
北京師範大學/研究所
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