课程理解的三种范式  

Three Paradigms of Curriculum Comprehension

作　　者：杨道宇[1] 温恒福[2] 

机构地区：[1]渤海大学教育学院,辽宁锦州121000 [2]哈尔滨师范大学教育学院,黑龙江哈尔滨150025

出　　处：《教育理论与实践》2010年第8期54-57,共4页Theory and Practice of Education

摘　　要：对课程理解中的本体论、认识论、方法论和价值论的不同回答方式构成了不同的课程理解范式。复原说主张实在主义的本体论、主客分离的认识论、客观诠释的方法论、基于重现的价值论;商谈说坚持基于协商的本体论、主客交融的认识论、视界融合的方法论、基于事情本身的价值论;主观建构说则相信多元主义的本体论、主观主义的认识论、霸权主义的方法论、不可通约的价值论。Different ways understanding make up different responding to ontology, epistemology, methodology and axiology in the curriculum paradigms of curriculum comprehension. Restoration theory favors ontology of realism, epistemology of dichotomy of subject and object, methodology of objective annotation and axiology based on restoration. Consultation theory advocates ontology on the basis of consultation, epistemology of fusing subject and object, methodology of fusing field of vision and axiology based on matter itself. Subjective constructivism maintains ontology of pluralism, epistemology of subjectivism, methodology of hegemony and axiology of incommensurability.

关 键 词：课程理解 课程意义 文本 范式 

分 类 号：G423[文化科学—课程与教学论]