加拿大社会科课程四大范式及其规范化  

Study of Four Rationales and Standardization of the Social Studies in Canada

作　　者：高益民[1] 郑璐[1] 

机构地区：[1]北京师范大学国际与比较教育研究院,北京100875

出　　处：《比较教育研究》2017年第5期19-25,共7页International and Comparative Education

摘　　要：加拿大社会科课程在美国相关课程理论的影响之下,历经一个世纪的发展,逐渐形成了社会启蒙、社会改革、个体发展和智识发展四大范式。本文介绍了这些范式的发展历史及具体内容,并通过课堂教学实例分析了四大范式在实践中相互联结和相互重叠的复杂关系。近年来,加拿大在内容知识、批判性思维、信息收集与报告、个人与社会价值标准、个人与集体行动等5个方面尝试建立了说明性目标,体现了对不同范式共时存在的认可。During the one century development history of social studies in Canada, the four rationales have been formed including social initiation, social reform, personal development and intellectual development. In this article, the development history and contents of four rationales are elaborated in view of inevitable blurring of the lines between these rationales in practice. At last, having a sense of purpose is the most appropriate way of developing the social studies. Therefore, five illustrative goals for each rationale, such as content knowledge, critical thinking, information gathering and reporting, personal and social values, individual and collective action, have been developed in Canada, which is eliminating the chaos of various rationales.

关 键 词：课程论 社会科课程 范式 加拿大 

分 类 号：G512.7[文化科学—教育学]