课程发展的回归现象与非线性模式——检视课程思潮的一种视角  

Regression Phenomenon and Nonlinear Model of Curriculum Development

作　　者：钟启泉[1] 

机构地区：[1]华东师范大学课程与教学研究所

出　　处：《教育研究》2004年第11期20-26,共7页Educational Research

摘　　要：回顾"形式训练说"与"实质训练说"的演进,进而从知识论、学力论的角度,检视课程思潮的变化所带来的课程发展模式的演进,使我们借以认识新课程的思想背景。经过探讨两种回归现象:从"实质训练说"向"形式训练说"的回归,从"科学世界"向"生活世界"的回归;探讨从"线性模式"向"非线性模式"的转向;探讨非线性模式的特征;我们认识到,"课程"是教育者与受教育者之间所生成的有意识的文化活动,这是一个需要行动、对话和合作,回荡着多元声音的生机勃勃的领域。我们需要打破分科主义的封地,来促进跨越学科边界的对话,共同求得课程领域的整体发展。To help us better understand the theoretical background of the new curriculum, it is necessary to have a review of the evolution of 'formal training theory' and 'substantive training theory' and the evolution of curriculum development mode brought by the change of curriculum ideas. A careful study of the two kinds of regression phenomena, from 'substantive training theory' to 'formal training theory' and from 'science world' to 'life world', and of the features of the transition from 'linear mode' to 'non-linear mode' indicates that 'curriculum' is a kind of desired cultural activity between educator and learners, which is a lively field with varied factors and needs actions, dialogues and cooperation. At present, efforts have to be made to break through the forbidden areas of discipline separation for promoting the interdisciplinary dialogue and enjoying the development of entire curriculum field.

关 键 词：课程发展 回归现象 非线性模式 课程思潮 

分 类 号：G423[文化科学—课程与教学论]