布鲁巴克课程史观对中学数学课程设置的启示  

The Implication of Brubaker's View of Curriculum History for Math Curriculum Design in Middle School

作　　者：叶蓓蓓[1] 陈银婕 

机构地区：[1]广西师范大学教育科学学院,广西桂林541004 [2]广西师范大学数学与统计学院,广西桂林541004

出　　处：《当代教育与文化》2015年第4期56-60,共5页Contemporary Education and Culture

基　　金：全国教育科学"十二五"规划2011年度教育部重点课题"改革开放以来中国中小学数学课程发展史研究"(GIA117002)阶段性成果

摘　　要：课程设置取决于课程选择的价值取向,布鲁巴克的课程史观以西方课程的历史发展为脉络,从各方面分析了西方课程发展的轨迹和特征,对当前中学数学课程设置有如下启示:应处理好课程内容的价值取向问题;应处理好数学课程与其它学科的相关性,并契合生学师教的教育规律;应处理好数学课程与实际生活之间的关系;应处理好中学数学课程内容的内部逻辑与时代需求的关系。Curriculum design subjects to the value orientation of a curriculum. Brubaker＇s view of curriculum history is based on the historical development of western curriculum, with an analysis of the paths and features of the development of western curriculum. It has significant implications for the math curriculum design in middle school. The choice of contents and the value orientation of the curriculum must be handled with care; the relationship between math curriculum and other subjects must be made clear and conform to the rule of education; the relationship between math curriculum and real life should be dealt with properly; the relationship between the internal logic of the math curriculum contents and the requirements of the era must be given full consideration.

关 键 词：布鲁巴克 课程史观 中学数学 启示 

分 类 号：G423[文化科学—课程与教学论] G40-09[文化科学—教育学]