论外国课程史的系统构建及其意义  

On the Systematic Construction of Foreign Curriculum History and Its Significance to Foreign Education History

作　　者：陈锋[1] CHEN Feng(Department of Education,East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学教育学系,上海200062

出　　处：《高等教育研究》2018年第7期59-65,共7页Journal of Higher Education

摘　　要：英美课程史和史论自从成为独立分支学科以来,经历了编年史、概念重建、课程理解、多元均衡等阶段,我国学者也对此进行了介绍和分析,但还需要研究美国课程史本身并关注欧洲各国的课程史。完整的外国课程史作为新兴交叉学科逐步渗入传统的外国教育制度史和思想史,并显示了重要的实用和培育功能。我们需系统构建外国课程史,即突破美国课程史及史论的时空局限并拓展史料范围,将人文科学的多元化方法和自然科学的定量分析结合,并在外部举措和内部学理层面强化外国课程史的学科立场,这也有助于解决外国教育史自身的危机和问题。British and American curriculum history and their theory have gone through such phases of chronicle history,concept reconstruction,curriculum understanding and pluralistic equilibrium,since they became independent branches.Chinese curriculum historians have also introduced and analyzed these,but there＇s need to study American curriculum history in itself and pay attention to European countries.Being an interdisciplinary subject,the foreign curriculum history as a whole has gradually penetrated into the traditional history of foreign educational institution and thoughts,and formed a new field,showing important practical and nurturing functions.It needs to systematically construct foreign curriculum history,that is,to break through the space-time limitation of American curriculum history and its theory,expand the scope of historical data,combine the diversified methods of humanities with the quantitative analysis of natural science,and strengthen the discipline position of the history of foreign curriculum in external measures and internal academics.These would also help to solve the crisis and problem of foreign education history itself.

关 键 词：外国课程史 外国教育史 课程论 制度史 思想史 

分 类 号：G40-09[文化科学—教育学原理]