布鲁纳教育思想转变及其学术意义  

The Converts of Bruner's Educational Ideology and Its Academic Significance

作　　者：王洪席[1] 

机构地区：[1]河南大学教育科学学院,河南开封475004

出　　处：《教育科学》2017年第5期78-81,共4页Education Science

基　　金：国家社科基金2013年度教育学青年基金课题"当代过程哲学思潮与中国课程思想及其实践研究"(编号:CHA130161)阶段性成果

摘　　要：布鲁纳凭《教育过程》享誉盛名三十年后,其教育思想从关注人的认知结构转向了另一新的理论范畴和知识典范,即"文化主义"(culturalism)。其中,文化、心灵与教育可看作是布鲁纳教育文化理论的概念压舱石,把"教育和学校里的学习看成置身在文化脉络之中的事业",即从大文化视域来探讨教育的深层次意义建构、学校发展以及学习者的心灵成长,也就成为布鲁纳最核心的教育关切。布鲁纳的教育文化思想对当下中国所涌现出来的种种社会文化问题,究竟会对儿童的心灵世界与学习体验带来什么样的冲击和影响这一议题带来了深刻启示。After thirty years later that Bruner was famous for his ＂Educational Process＂,his educational ideology has shifted from individual＇s cognitive structure of people to another new theoretical category and knowledge paradigm,the ＂Culturalism＂.Among them,culture,mind,and education can be regarded as the concept footstone of Bruner＇s educational culture theory,and＂education and learning in school are regarded as the career in the context of culture＂,which means to explore the deep meaning construction of education from the cultural perspective.The development of school and the mind growth of learners become the core of Bruner＇s educational concern.Bruner＇s educational culture ideology has brought profound enlightenment to the issue that what kind of impact and influence the various social and cultural problems which have emerged in China at the moment will bring to children＇s spiritual world and learning experiences.

关 键 词：布鲁纳 结构课程论 教育文化观 

分 类 号：G519[文化科学—教育学]