学科中心课程:内涵、理论假设及组织方式  

On Discipline-Centered Curriculum:Connotation,Theoretical Hypothesis and Organization Mode

作　　者：孙泽文[1] 左菊[1] 胡璇[1] 

机构地区：[1]荆楚理工学院,湖北荆门448000

出　　处：《教育与教学研究》2011年第11期44-47,共4页Education and Teaching Research

基　　金：湖北省高等教育教学改革项目"渗透于专业课程的小学英语技能培养研究"(项目编号2009333)系列成果之一

摘　　要：学科中心课程以有组织的学科内容为材料依据,按照学科结构来确定所要学习的内容,注重学科知识体系的完整性。它的形成建立在这样一个假设上:人们通过学习各门学科知识,就能形成关于世界的整体知识。从古至今长期的演变过程中,它存在三种最基本的组织形式,即科目设计、学术性学科设计、综合性学科设计。在新课程背景下,既要消除对学科中心课程的一些误解,又要正视其局限性,对学科中心课程进行改造和完善,不断提升其品质。Based on the systematic contents of the subject,the discipline-centered curriculum determines what to learn in accordance with the structure of the subject and emphasizes the integrity of knowledge system.Its formation was based on such a hypothesis：people can get the overall knowledge about the world by learning knowledge of all subjects.During the long-term evolution of discipline-centered curriculum,there exist three basic types of organization：subject design,academic discipline design,and multidisciplinary design.Therefore,it＇s necessary to eliminate some misunderstandings on discipline-centered curriculum,face its limitations,make renovations and improvements,and constantly improve its quality.

关 键 词：学科中心 学科课程 理论假设 组织方式 课程改革 

分 类 号：G40-03[文化科学—教育学原理]