亨利·吉鲁课程理论的价值关怀、阶段与演进逻辑  

Value Concern and Stages of Henry A.Giroux's Curriculum Theory and His Logic Evolution

作　　者：周海涛[1] 

机构地区：[1]新疆师范大学,新疆乌鲁木齐830054

出　　处：《教育与教学研究》2014年第12期82-87,共6页Education and Teaching Research

摘　　要：亨利·吉鲁作为美国批判教育学家的杰出代表,其批判教育学在国际教育学界产生重要影响,吉鲁的课程理论作为其批判教育学的重要组成部分不乏许多洞见。吉鲁的课程理论以"社会正义"为价值关怀,这植根于吉鲁来自社会底层的工人阶级身份、成长经历,以及后来作为被边缘化的激进左派的切身体验。他的课程理论体系可分为两个阶段:前期的批判课程理论和后期的后现代课程理论。吉鲁课程研究是沿着课程是什么到如何实施课程方案的逻辑演进的。As an outstanding representative of critical pedagogy,Henry A.Giroux,whose theory of curriculum as an important part of critical pedagogy is ample with profound sights,had a great impact in the field of international pedagogy.His curriculum theory shows concern for social justice as its core value is deeply rooted in that he belonged to work class from low society,his growth and his late experience as radical left that was marginalized.His theory of curriculum can be divided into two stages：critical curriculum theory and post-modern curriculum theory.Giroux＇s curriculum research takes a logic path from what curriculum is to how to carry out curriculum plans.

关 键 词：吉鲁 社会正义 批判课程理论 后现代课程理论 

分 类 号：G642.3[文化科学—高等教育学]