西方课程史的研究路径及内涵探析  

An Exploration to the Research Approaches and Meaning of Western Curriculum History

作　　者：陈华[1] 

机构地区：[1]华东师范大学课程与教学研究所博士研究生,上海200062

出　　处：《全球教育展望》2012年第4期10-15,共6页Global Education

基　　金：教育部人文社科基地项目“中国课程思想的古典遗产与现代形态研究”(项目编号:2009JJD880010)成果之一

摘　　要：课程史在西方作为一个专门的研究领域兴起于20世纪60年代,经历了萌芽、奠基和多元发展三个阶段。目前课程史已经形成八种以上的研究路径,其中最为经典的是克利伯德的关注利益冲突的课程思想史、坦纳夫妇的关注主流思潮的课程思想史和古德森的关注具体科目演进的学校科目社会史三种路径。通过这些研究路径的确立,课程史研究形成了自己的风格,有可以界定的内涵,但同时也存在课程史学科发展的"元问题",需要我们不断反思和共同建构。As an expert research domain, curriculum history rose from nineteen - sixties. Having gone through embryonic stage and construction stage, curriculum history is now in its stage of diversified development which contains at least eight kinds of research approaches. Kliebard, Tanner and Goodson provided three classical approaches of curriculum history research which are curriculum thought history in interest conflicts, curriculum thought history in main forces and social history of school subjects. Specific style and meaning of curriculum history have formed on the base of these research approaches, but many difficulties in discipline development still there which need our reconsideration and co - construction.

关 键 词：课程史 研究路径 内涵 

分 类 号：G423-4[文化科学—课程与教学论] G652.4[文化科学—教育学]