公立学校教育的“终结”和范式转换--美国课程研究的境遇与回应  

The End of Public Education:Present Circumstances of Curriculum Studies in the United States

作　　者：威廉.派纳 张文军[2] 陶阳[2] 

机构地区：[1]英属哥伦比亚大学 [2]浙江大学课程与教学研究所

出　　处：《全球教育展望》2013年第6期3-9,118,共8页Global Education

基　　金：教育部人文社会科学规划项目“后现代文化视野下的课程研究”学术交流活动

摘　　要：近年来,美国公立教育不断处在"被改革"的状态,这些改革都是合理的吗?存在哪些问题?本文从后概念重建主义课程研究的视角,对这些问题进行了反思。本文质疑了经济学对教育研究和课程研究领域的侵蚀,揭示出"技术中心主义"对美国公立学校教育的危害;在此基础上提出深化课程研究的必要性和紧迫性。面对美国公立学校教育濒临"终结"的状态,课程学者不应只沉浸在原有的概念体系中,课程研究可以从纵向(历史)研究和横向(视界)研究两条路径,通过借鉴国际课程领域的概念体系以及"复杂的对话",促使美国课程研究学科化,促成课程研究的新一轮范式转换,来理解和改造变化了的教育现实。The deliberate destruction of public education summarizes thesituation in United States. There are insidious developments that undermine of the profession of teaching in the United States. Teaching- to- the- test positions technology as central to educational experience. Economists re- place education professors as the experts in federally funded educational research. And the plunde- ring of public budgets by private companies is another indication of the end of public education. Un- der these circumstances, two structures of disciplinarity that could support intellectual advancement in curriculum studies： verticality and horizontality, e.g. studies in the intellectual history of the field and analyses of its present circumstances. In the coming paradigm shift, sustained academic study of curriculum studies＇ intellectual histories and attuned analyses of present circumstances promises to precipitate a second reconeeptualization of curriculum studies.

关 键 词：课程研究 美国公立教育 后概念重建 课程史研究 课程国际化研究 

分 类 号：G423[文化科学—课程与教学论]