论课程理解的过程理想  

On the processing idealism of the curricular comprehension

作　　者：李晓峰[1] 白彦茹[1] 

机构地区：[1]湛江师范学院教育科学学院,广东湛江524048

出　　处：《河北师范大学学报（教育科学版）》2009年第2期24-28,共5页Journal of Hebei Normal University(Educational Science)

基　　金：全国教育科学"十五"规划重点课题(DIA030167)

摘　　要：美国当代课程理论家威廉姆F.派纳所表达的课程理解的思想挑战了"泰勒原理"的传统,成功地对课程研究领域进行了概念重建,由此也确立起课程理解的新范式,形成了丰富多彩的课程话语。课程理解的理想是一个从不同角度审视的演变过程,是趋于自善的生态理解。课程理解的进程具体表现为在自我意识觉醒的前提下,在具体的意义化情境中,在自由会话的形式下的课程的自由生成的过程。The ideas by William Pinar,a modern American educationalist on curricular theory challenge the traditional principles by Taylor, and successfully reconstruct the conceptions of the curricular researches. Meanwhile, new modules of comprehension come into form with rich and colorful discourses. Curricular comprehen- sion is a new perspective, a selfimproving ecological understanding, and a dynamic viewpoint. The process of curricular comprehension is a free-generating process in concrete contexts of meaning, free discourse, and self consciousness.

关 键 词：课程 课程理解 过程理想 

分 类 号：G642.3[文化科学—高等教育学]