课程理论的教育行政学源头:以博比特为中心  

On Educational Administrative Source of Curriculum Theory: Focused upon John Franklin Bobbitt

作　　者：刘幸[1] 陈玥 LIU Xing;CHEN Yue(Faculty of Education,Beijing Normal University,Beijing,100875,China;Graduate School of Arts and Sciences,The University of Tokyo,Tokyo,1538902,Japan)

机构地区：[1]北京师范大学教育学部,北京100875 [2]日本东京大学综合文化研究科,东京1538902

出　　处：《全球教育展望》2019年第12期22-30,共9页Global Education

基　　金：第64批中国博士后科学基金面上资助(项目编号:2018M641232);中央高校基本科研业务费专项资金(项目编号:2018NTSS08)的资助

摘　　要：学术界普通认同,芝加哥大学教授博比特在1918年为现代课程理论奠定了基础。不过,少有人关注到的是,博比特的课程理论实则和当时的教育行政学有着密切的关联。博比特一直以教育行政学教员的身份工作,并且是在教育行政管理的调研之中逐渐产生了对课程问题的兴趣。他在创立自己的课程理论时大量借鉴了教育行政学的理论资源,使课程理论在创设之初就和教育行政学有诸多一致之处。教育行政学给课程理论打下的烙印深刻影响了其日后的发展方向。It is generally believed that John Franklin Bobbitt, a professor at the Chicago University founded the modern curriculum theory in 1918. However, few researchers have noticed that Bobbitt’s curriculum theory has a very close connection with the educational administrative theories back then. He was hired as a lecturer of educational administration at Chicago and his interest in curriculum studies arose during his educational administrative survey at schools. When founding his curriculum theory, he borrowed several key concepts from educational administration, making these two subjects share many similarities from the very beginning. Educational administration has greatly influenced how curriculum theory developed later.

关 键 词：博比特 课程理论 教育行政学 课程史 

分 类 号：G423[文化科学—课程与教学论]