20世纪中期美国科学课程改革及其成效  

The American Science Curriculum Reform and Its Effectiveness in the Middle 20^(th) Century

作　　者：袁慧芳[1] 彭虹斌[2] 

机构地区：[1]广东工业大学文法学院,广州510090 [2]华南师范大学公共管理学院,广州510631

出　　处：《教育学报》2009年第5期72-77,共6页Journal of Educational Studies

基　　金：广东省教育科学规划2008年一般项目"文化哲学视野下的教育管理学理论考察与构建"的阶段性成果(项目编号:08SJY011)

摘　　要：采用历史研究法,对美国50年代中后期至70年代中期科学课程改革历程与成效进行了分析。此次课程改革以结构主义课程观为指导,主要经济资助来自联邦政府拨款的美国科学基金会,实际推行课程改革是各个高校和中小学组建的各种专业委员会。在1975年以后,美国科学基金会资助的课程改革尽管广为传播,但只是零星地分布。调查的结果显示:50年代中后期开始的课程改革只是部分地成功地达到政府和社会提出的课程改革目标。Historical method is used to investigate the course and effectiveness of the American science curriculum reform, which took place from late 1950s to the middle of 1970s. The reform directed by the curriculum view of structuralism, was mainly supported by the National Science Foundation which is fund- ed by the US federal government, and was implemented by a variety of professional committees which was established by higher education institutions, elementary and secondary schools. After 1975, the curricu- lum reform funded by the National Science Foundation was widely spread, but was scattered throughout the country. The study shows that this curriculum reform just partly fulfilled its objectives raised by the Government and society.

关 键 词：结构主义 美国科学课程改革 课程 

分 类 号：F061.3[经济管理—政治经济学] G301[文化科学]