语文课程史研究方法论初探——基于对20世纪前期语文教育史研究的分析  

On Research Methods of the History of Chinese Curriculum:Based on Analysis of Chinese Curriculum in Early 20th Century

作　　者：王明建[1] 

机构地区：[1]聊城大学语文教学论研究所,山东聊城252059

出　　处：《基础教育》2013年第5期67-72,共6页Journal of Schooling Studies

摘　　要：课程史是医治课程改革矫枉过正的药方之一。现有关于20世纪前期的语文教育史研究存在着把课程史与教育、教材(案)、教学史混合一处;以解读课程文件为主,解读教材(案)和"关系"为次;研究区间集中于20世纪初至30年代;抛弃课程视角和史料面窄等方面的问题。当前语文课程史研究在方法论层面应明确课程史的独当之任;以解读"关系"为其主要研究路向;将其孕育和实践阶段也作为研究对象予以重视,依据语文课程本身进行分期;接续课程视角的教育史研究脉络并搜集非专业期刊中的相关史料。Reviewing the history of curriculum can improve the reform of curriculum. By analyzing scholarship on the history of Chinese curriculum in early 20 century, we can find some problems： the blur of research fields such as history of Chinese curriculum, Chinese education, history of Chinese teaching as well as Chinese textbook or teaching plan ; centering on the documents of curriculum while neglecting textbooks, ＇ relationship＇ , and the per- spective of curriculum; using less historical materials and just focusing on the time period that from 1900 to 1930s. We should attach importance to the ＇ relationship＇ , divide the stages of history by the Chinese curriculum itself and pay attention to the stage of birth and practice. Meanwhile, the perspec- tive of curriculum must be kept up by and historical materials in non - key academic periodicals also need to be collected.

关 键 词：语文 课程史 研究方法 20世纪前期 

分 类 号：G633.3[文化科学—教育学]