| 切瑞霍尔姆斯课程思想及其启示 |
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| 引用本文： | 陈旭远,杨宏丽.切瑞霍尔姆斯课程思想及其启示[J].比较教育研究,2008,30(5):20-24. |
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| 作者姓名： | 陈旭远 杨宏丽 |
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| 作者单位： | 东北师范大学教育科学学院,吉林长春,130024 |
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| 摘 要： | 切瑞霍尔姆斯分析了泰勒原理、施瓦布的"实践4"、布卢姆的目标分类学以及布鲁纳的学科结构理论当中的结构性特征。基于此,本文认为课程是经过权力的运作机制之后而得以确证的合理化、合法化的文本;一旦文本有机会进入到课程当中,读者"我"、学习文本、一起学习的他者之间就构成了多元的、动态的、复杂的对话过程。
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| 关 键 词： | 切瑞霍尔姆斯 课程 权力 对话 |
| 文章编号： | 1003-7667(2008)05-0020-05 |
Cherryholmes's Curriculum Thought and Enlightenment |
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| CHEN Xu-yuan,YANG Hong-li.Cherryholmes's Curriculum Thought and Enlightenment[J].Comparative Education Review,2008,30(5):20-24. |
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| Authors: | CHEN Xu-yuan YANG Hong-li |
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| Institution: | CHEN Xu-yuan YANG Hong-li |
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| Abstract: | Cherryholmes analyzes the structural characters of Taylor principle,Schwab's"practice 4", Bloom's education target classification and Bruner's subject structure theory.Based on these theories,the writer believes that curriculum is a rational and legal text testified by power mechanism.Diverse,dynamic and compli- cated dialogue among reader,study text and others occurs when there is an opportunity for some texts to enter into the curriculum. |
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| Keywords: | Cherryholmes curriculum power dialogue |
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