传承与变革:20世纪我国课程本质观的百年历史影像——基于教育学经典教材的视角  

Inherence and Reformation:the Historical Image of the Essence of Curriculum in 20^(th) Century——Based on the Views from Classical Pedagogic Textbooks

作　　者：仲玉英[1] 

机构地区：[1]杭州师范大学教育科学学院,浙江杭州310036

出　　处：《课程．教材．教法》2013年第10期3-9,共7页Curriculum，Teaching Material and Method

基　　金：浙江省哲学社会科学规划课题"20世纪我国课程本质观的传承与变革"的研究成果

摘　　要：20世纪我国课程本质观的演进是一个传承与变革的交汇过程,也是一个以教学内容为轴心的螺旋式的循环发展过程。以新中国成立为界,教育界对课程本质认识经历了从教材、学科、知识到生活、活动、经验的变革。虽然教育界对课程表征的主流取向是目标和计划,但是从内容与过程、目标与手段的统一角度分析课程的本质,是我国课程本质探究的发展趋势,同时也将推动课程本质观的发展。In 20^th century, the changing of the view towards the essence of curriculum is a process combining inheritance and reformation. It is a spiral developing process centered on teaching content. The education field has experienced two reforms on the understanding of the essence of curriculum before and after the founding of the PRC. The understanding of the essence of curriculum has gone through a change from textbook, subject and knowledge to life, activity and experience. Although the majority in education field believes that the main features of curriculum are target and plan by analyzing the essence of curriculum will help the development of the understanding of the essence of curriculum and become the developing trend in education field.

关 键 词：20世纪 课程本质 传承 变革 

分 类 号：G423.04[文化科学—课程与教学论]