从西方学界的争鸣看后现代课程的“概念重建运动”  

On the “Reconceptualization Movement”from the Western Academic Debates

作　　者：张建桥[1] 

机构地区：[1]绍兴文理学院教育学院,浙江绍兴312000

出　　处：《比较教育研究》2016年第2期72-78,共7页International and Comparative Education

基　　金：浙江省社科联2016年度一般课题"基于儿童学视角的课程心理化研究"(课题编号:2016N27Y)的成果之一

摘　　要：西方课程论发展的困境引发了后现代课程的"概念重建运动",也点燃了重建主义和传统主义之间的学术争鸣。本文通过梳理和分析21世纪以来传统主义和重建主义的三次交锋,得出结论:西方课程论发展的困境实质是研究者自身的困境;"概念重建运动"没有解决问题,而是逃避了问题。我国课程论不应效仿西方后现代课程的"概念重建运动",而是要扎根课程开发的实践,努力研究和开发出更高效的学校课程。At the second half of the twentieth century, the predicaments of western curriculum theory caused the ＂reconceptualization movement＂ which ignited academic curriculum debate between reconceptuahstand traclt- tionalist. Through combing and analysis of debate since 21st century, the article draws a conclusion： the essence of predicament in western curriculum theory is the curricularist＇s predicament; the ＂reconceptualization movement＂ did not solve the problem, but avoiding the problem. Chinese curriculum theory should not follow the concept of ＂reconceptualization＂ ,but taking rooted in curriculum development and making great effort to develop the most appropriate school course for the students＇ growth.

关 键 词：课程论 概念重建 重建主义 传统主义 

分 类 号：G42[文化科学—课程与教学论]