中国课程概念研究四十年:回顾与展望  

The Forty Years Study of Curriculum Concept in China:Retrospect and Prospect

作　　者：宋国才[1] SONG Guocai(College of Educational Science,Shenyang Normal University,Shenyang,Liaoning 110034,China)

机构地区：[1]沈阳师范大学教育科学学院,辽宁沈阳110034

出　　处：《湖南师范大学教育科学学报》2018年第6期17-23,共7页Journal of Educational Science of Hunan Normal University

基　　金：全国教科规划课题国家青年项目"语言系统中的语词:‘课程’指称的时空歧变与共识寻求"[CAA150124]

摘　　要：改革开放四十年来的课程概念研究历程,大体可以分为三个阶段,这三个阶段依次以译介、系统批判和本土建构、基于视角或视镜的多元理解为主要特征。四十年所取得的主要研究成果,体现在以下几个方面:对代表性课程定义的系统批判与问题揭示、本土观点的提出与论证、对课程多视角多视镜的多元理解、对课程词源的追溯以及对课程概念演变脉络的初步梳理。而在取得上述成就的同时,也显现出一些值得注意的问题。这些问题表明,课程概念研究仍有很大的空间。未来的课程概念研究应注意上述问题,并在相应方面寻求新的突破。The curriculum concept research in the past forty years of reform and opening up can be divided into three stages.These stages are prominent successively with the features of translation and introduction,systematic criticism and native construction,various understanding from different perspectives.The main achievements of the forty years study include the profound criticism of the representative definitions,the arising of the original native viewpoints,the various understanding of the curriculum,the exploration of the etymology,and the construction of the history of curriculum concept.Meanwhile,there are also some problems needing to pay attention to.Those problems suggest that the concept of curriculum is waiting for further exploration,and the problems may be the breakthrough.

关 键 词：课程概念 课程本质 课程定义 回顾 展望 

分 类 号：G423.07[文化科学—课程与教学论]