社会资本视角下课程整合的内在逻辑  

The Internal Logic of Curriculum Integration from the Perspective of Social Capital

作　　者：王誉霖[1] WANG Yu-lin(School of Primary Education Tianjin Normal University, Tianjin 300387, Chin)

机构地区：[1]天津师范大学初等教育学院

出　　处：《江苏教育研究》2018年第5期3-6,共4页Jiangsu Education Research

摘　　要：随着分科课程显现出缺陷,学界对课程整合的呼吁越来越强烈。然而,尽管各方从不同视角探讨了课程整合的理论基础和实施路径,但是课程整合实践中存在的种种问题不可忽视。面对课程整合的实践误区,探讨课程整合的内在逻辑是课程整合实践工作的原点。社会资本理论提供了合作、互通的研究范式。以此为分析视角,建立微观层面以学科为中心、中观层面以学校为平台、宏观层面以社会需求为导向的课程基本逻辑,可弥补课程整合的实践缺陷。With more defects revealed in divided disciplines, the appeal of the academic fields for curriculum integration is getting increasingly intense. While various parties have discussed the theories and paths of curriculum integration, there still exist varieties of problems in practice. Facing the practical misunderstandings, we should explore the internal logic of curriculum integration, which is the original point in practice. The theory on social capital provides the research paradigm of cooperation and interconnection, and from the perspective we can establish the basic curriculum logic at dierent levels： discipline as the center at the micro level, school as the platform at the medial level, and social demands as the guidance at the macro level.

关 键 词：课程整合 社会资本理论 研究视域 概念逻辑 

分 类 号：G420[文化科学—课程与教学论]