学校课程的社会学分析  

Sociological Analysis of School Curriculum

作　　者：钟晨音[1] 俞扬[2] 

机构地区：[1]浙江师范大学教师教育学院,浙江金华321004 [2]浙江纺织服装职业技术学院商学院,浙江宁波315211

出　　处：《浙江师范大学学报（社会科学版）》2009年第4期80-84,共5页Journal of Zhejiang Normal University(Social Sciences)

摘　　要：课程是一个使用广泛而又具有多重涵义的对象,而哲学、心理学、社会学则是人们研究课程的基本理论视角。我国在20世纪90年代之前,课程的研究主要在哲学与心理学基础上进行,社会学视野中的研究相对比较薄弱。随着基础教育课程改革的深入开展,对课程改革的争议此起彼伏,这与人们对学校课程的不同认识有关。论文从社会学视角对课程的来源、课程的决定、课程的落实等问题进行了探讨,希望有助于大家重新省思自己对学校课程的看法,并建构出对学校课程更深层次的理解。Curriculum is an object which is widely used and has multiple meanings. Philosophy, psychology and sociology are the basic perspectives for studying curriculum. In China before 1990s, the study of curriculum was mainly based on philosophy and psychology, whereas the study of curriculum in the perspective of sociology was relatively weak. With the in-depth reform of the basic education curriculum, there has been a huge controversy over the curriculum reform, which might be caused by the different understandings of school curriculum. This paper elaborates from the sociological perspective on the source of curriculum, curriculum decision＇making, and implementation of curriculum etc. , hoping to help rethink school curriculum and to build a deeper understanding of school curriculum.

关 键 词：学校课程 课程内容 课程决定 课程落实 课程命运 

分 类 号：G451.1[文化科学—教育学]