关于美国课程主导范式转换的知识社会学研究  

On the Shift of Dominant Paradigm of Curriculum in the United States of America from the Perspective of Sociology of Knowledge

作　　者：吴晓玲[1] 

机构地区：[1]南京师范大学课程与教学研究所,江苏南京210097

出　　处：《教育理论与实践》2009年第5期44-47,共4页Theory and Practice of Education

摘　　要：在知识社会学视野中,我们"遭遇"到的各种知识并非产生于真空之中,知识与社会的存在有着深刻的联系,是历史制约、社会建构、利益导向的。从知识社会学的视角来分析美国课程主导范式从开发向理解范式转换背后的社会与文化状态,可以揭示大学本位的课程专家的身份以及他们的理论观、实践观所发生的变化。它为我们解读美国的课程理论提供了一个文本之外的社会学语境。From the perspective of sociology of knowledge, the various kinds of knowledge we＇ve met don＇t come from the vacuum. Knowledge, closely related with the social being is historically-restricted, socially-constructed and profit-oriented. This paper tries to analyze the social and cultural situation behind the shift of dominant paradigm in the field of curriculum in America, and to declare what changes have taken place in the identity of curriculum experts in the university,and their viewpoints on theory and practice. This will provide us with a sociology context outside the texts in interpreting the curriculum theory of the Untied States.

关 键 词：课程 主导范式 开发 理解 知识社会学 

分 类 号：G423[文化科学—课程与教学论] C91[文化科学—教育学]