协商课程及其后现代本质  

On negotiating curriculum and its postmodern nature

作　　者：李宝庆 靳玉乐[1] 

机构地区：[1]西南大学教育学院,重庆400715

出　　处：《高等教育研究》2009年第2期74-79,共6页Journal of Higher Education

基　　金：全国教育科学"十一五"规划课题(DHA070158);西南大学博士基金项目(104050-20710902)

摘　　要：协商课程是一种实践性浓郁的后现代课程理论,它在实施过程中强调协商学习而反对促动学习,库克与布莫分别提出了自己的协商学习模式。批判教育学是协商课程的重要思想渊源。协商课程的后现代本质体现在:倡导动态的课程本质观,反对技术理性的价值取向,反对二元对立的课程思维方式,彰显学生的课程主体角色。Negotiating curriculum is a postmodern curriculum theory with strong practical character, which emphasizes negotiating learning instead of motivating learning in the process of curriculum implementation. Garth Boomer and Jon Cook put forward their own negotiating learning models respectively. Critical pedagogy is its important origin of thoughts. The postmodern nature of negotiating curriculum lies in, advocating dynamic cur- riculum nature, opposing technical rationality in the value orientation and dualistic thinking style about curriculum, moreover, giving top priority to students in curriculum development.

关 键 词：协商 协商课程 后现代 

分 类 号：G642[文化科学—高等教育学]