多尔后现代课程观的核心要义与思想精髓探究——基于“隐喻”与“自组织”视点  

An Explorationof Core Essence and Ideological Essence of Doll s Post-Modern Curriculum View from the Perspective of“Metaphor”and“Self-Organization”

作　　者：周建强 杨文静 ZHOU Jianqiang;YANG Wenjing(College of Education,Capital Normal University,Beijing 100037,China)

机构地区：[1]首都师范大学教育学院,北京100037

出　　处：《教师教育学报》2023年第3期73-81,共9页Journal of Teacher Education

摘　　要：美国小威廉·E.多尔的后现代主义课程观是一种具有批判性思维的课程观,对我国的课程改革产生了重要的影响。多尔注重使用“隐喻”来阐述后现代主义课程理论,强调“自组织”的作用,重视个人在课程学习过程中的主体发展、进步和成长。本文以“隐喻”与“自组织”作为研究视点,通过“隐喻”探讨课程的动态开放、多元生成,探究注重描述性“会话”的课程“解构”与本体意义“重构”,同时从“显性与隐性”以及“个体与群体”的“自组织”深入分析课程解构、建构与重构模式。进一步尝试由理论解释促进实践探索,深入分析多尔后现代主义“舞蹈型课程”的生成模式,探究适合每一位学生未来成长发展的课程教育实践样态,以期推动有利于实践操作的“中国特色”课程建设。The post-modern curriculum view of William E.Doll,Jr.,is a critical thinking curriculum view that has had an important and far-reaching impact on China s curriculum reform.Doll emphasizes the use of“metaphor”to elaborate post-modern curriculum theory.He also emphasizes the role of“self-organization”and attaches importance to the subjective development,progress,and growth of individuals in the process of curriculum learning.Using“metaphor”and“self-organization”as research perspectives,this paper explores the dynamic,open,multi generative,descriptive“conversational”curriculum“deconstruction”and ontological meaning“reconstruction”through“metaphor”,and analyzes the deconstruction,construction,and reconstruction patterns from the perspective of“explicit and implicit”and“self-organization”of“individuals and groups”.This paper attempts to promote practical exploration through theoretical interpretation,further proposes the creation of“curriculum education suitable for the future growth and development of each student”,and deeply explores the generation mode of Doll s post-modern“dance-based curriculum”,hoping to promote curriculum construction of“Chinesecharacteristics”conducive to practical operation.

关 键 词：小威廉·E.多尔 后现代课程 课程理念 隐喻 自组织 

分 类 号：G42[文化科学—课程与教学论]