美国批判教育学的课程思想:解读与启示  

Curriculum Thoughts in the View of Critical Pedagogy:An Analysis and the Implications

作　　者：傅敏[1] 邱芳婷[1] 

机构地区：[1]西北师范大学教育学院,甘肃兰州730070

出　　处：《西北师大学报（社会科学版）》2015年第5期102-107,共6页Journal of Northwest Normal University(Social Sciences)

基　　金：全国教育科学"十二五"规划教育部重点课题"美国批判教育学研究"(DAA120175)

摘　　要：批判教育学是一种"左"的理论思潮,在美国教育实践领域中有着巨大的潜在影响力,历经"再生产理论"时期、"抵制理论"时期和多元理论时期三个阶段,以解放为教育的最终目标,强调教育的政治性和关注弱势群体的利益。批判教育学把课程理解为政治文本,课程目标强调学生批判意识的培养,课程设计以社会和社会问题为中心,课程实施强调教师的参与和学生的主动建构,课程评价关注课程活动背后的社会意义,它们为全方位思考我国基础教育课程改革提供新的视角和启示。As the ＂left＂ theoretical thought in the American educational field, critical pedagogy has been potentially influential in the field of education practice. It experienced three stages. ＂ theory of reproduction＇period, ＂the theory of resistance＇period, multiply theory period. It emphasized the political of education and focused on the benefits of vulnerable groups to realize the liberation of education. The reviews of curriculum thoughts in the critical pedagogy showed five characteristics： It considered the curriculum as consciousness ; implementation a political text; Course objectives emphasized the development of students＇ critical Social problems were considered as the center of curriculum design; Curriculum emphasized the active construction of teachers and students＇ initiative construction; Curriculum evaluation concerned the activities of social significance of curriculum. These characteristics provided a new perspective and reference for our basic education curriculum reform.

关 键 词：批判教育学 课程思想 批判意识 

分 类 号：G423[文化科学—课程与教学论]