依据伯恩斯坦教育知识编码理论分析我国课程类型  

Analysis of the Educational Course Types in China Based on the Educational Knowledge Coding Theory of Bernstein

作　　者：张婧霞[1] 陈恩伦[2] 

机构地区：[1]毕节学院教育科学学院,贵州毕节551700 [2]西南大学教育学院,重庆400715

出　　处：《重庆与世界（学术版）》2013年第10期96-99,共4页THE WORLD & CHONG QING

摘　　要：伯恩斯坦的教育知识编码理论揭示了社会如何选择、分类、传递和评价教育知识,以及不同的教育知识编码类型与权力分配、社会控制的关系。本文依据伯恩斯坦的教育知识理论,从分类强度、构架强度、课程类型三方面,探讨我国学前教育、义务教育、高中教育、高等教育四个阶段的课程类型,并分析不同教育阶段课程类型差异的原因。Bemstein＇ s theory of education knowledge encoding reveals that society is how to choose, classify, transfer, assess education knowledge and the relationship between coding types and power dis tribution, social control. On the basis of his education theory, we discussed our country course types of four education stages （preschool education, compulsory education, high school education and higher education） from the classification, structure strength, strength curriculum aspects. In the end, we ana lyzed the different reasons of four educational course types.

关 键 词：伯恩斯坦 教育知识编码理论 分类 构架 集合编码 整合编码 课程类型 

分 类 号：G40[文化科学—教育学原理]