统整的课程观--兼论多尔《后现代课程观》对泰勒模式的批判  

Integrated curriculum view--Also on Dole's criticism of Taylor’s model in postmodern curriculum view

作　　者：帅飞飞 付雪芹 SHUAI Feifei;FU Xueqin(Education Development Research Department,Guangming District Institute of Educational Sciences,Shenzhen 518107,China;Academic Affairs Section,Party School of Heyuan Municipal Committee of the Communist Party of China,Heyuan 517000,China;School of Educational Sciences,South China Normal University,Guangzhou 510630,China)

机构地区：[1]广东省深圳市光明区教育科学研究院教育发展研究部,广东深圳518107 [2]中共河源市委党校教务科,广东河源517000 [3]华南师范大学教育科学学院,广东广州510630

出　　处：《清远职业技术学院学报》2022年第2期7-13,共7页Journal of Qingyuan Polytechnic

基　　金：深圳市光明区教育科学2021年度规划名师课题“构建核心素养导向下教学评研共同体的行动研究”(GMJKY2021MS004);广东省教育科研“十三五”规划2020年度教育科研一般项目“普通高中英语教学共同体的构建研究”(2020YQJK230)。

摘　　要：多尔《后现代课程观》对泰勒模式的批判主要集中在课程目标、课程评价和自组织三个方面。多尔对课程目标模糊性的预设和合作性的生成等方面的理解直接源于泰勒模式,多尔也没有进一步提出可行性的评价方案。自组织的确存在于所有科学之中,甚至在物理学中,因而也不能成为区别现代范式和后现代范式的特点。后现代课程观不能也没有必要取代泰勒模式。我们还处于现代主义之末,尤其是我国还远未进入高度发达的社会。因此,结合我国的社会和教育现状,我们应该整合这两种课程理论,形成统整的课程观,使之更好地为我国的课程改革服务。Dole's postmodern curriculum view has certain rationality in criticizing Taylor's model in three aspects:curriculum objectives,curriculum evaluation and self-organization.Dole's understanding of the fuzziness of curriculum objectives and the generation of cooperation directly stems from Taylor model,and Dole did not further put forward a feasible evaluation scheme.Self organization does exist in all sciences,even in physics,so it can not be the characteristic to distinguish between modern paradigm and postmodern paradigm.Postmodern curriculum view cannot and does not need to replace Taylor model.We are still at the end of modernism,especially China is far from entering a highly developed society.Therefore,combined with the current situation of China's society and education,we should integrate these two curriculum theories to form a unified curriculum view,so as to better serve China's education and curriculum reform.

关 键 词：后现代课程观 课程目标 课程评价 自组织 统整的课程观 

分 类 号：I207[文学—中国文学]