泛课程论及其反思  

The Generalization of Curriculum and Its Introspection

作　　者：冯加渔[1] FENG Jiayu(School of Education,Shanxi Normal University,Xi′an Shanxi 710062)

机构地区：[1]陕西师范大学教育学院

出　　处：《泰山学院学报》2019年第5期28-33,共6页Journal of Taishan University

基　　金：2016年度教育部人文社会科学研究青年基金项目“西部乡村教师专业学习优化研究”(16YJC880010)阶段性成果

摘　　要：自从单一学科演变为综合领域,课程论出现了泛化发展的趋势,主要表征为课程研究主题及视域的泛化和课程概念内涵及外延的泛化。尽管泛课程论丰富了课程理论话语并扩展了课程研究的边界,但也导致了课程研究碎片化、虚无化的弊端,进而引发了课程存在基础消解的认同危机。为避免课程领域进一步走向支离破碎及空泛无边的局面,课程研究者应当立足学校教育实践情境并明确课程学科基本范畴,在多维视域中坚守课程研究学科化的基本立场。Curriculum has got generalizedly development since it evolved from a single discipline to a comprehensive filed. Its main character is the generalization of curriculum researchthemes and horizons as well as curriculum con? cept intension and extension. Though the generalization of curriculum enriches the discourse of curriculum theory and enlarges the border of curriculum research,it also results in the segmentation and nullness of curriculum field, which in further causing the curriculum field facing identity crisis for its existence foundation disintegrated. In order to avoid the disintegration of curriculum field which likely becomes more and more fragmentary and empty,curriculum researchers should back to schooling situation and clarify the basic category of curriculum discipline,as well as hold the essential ground of research disciplinarity in the multidimensional persepective.

关 键 词：课程 泛课程论 课程研究 

分 类 号：G423[文化科学—课程与教学论]