课程研究领域中概念重建运动的新近发展与趋势

从20世纪60年代末至今,概念重建运动大致经历了兴起、发展和反思三个重要的历史阶段,它推动了现代课程开发范式向课程理解范式的转变,并彻底改变了课程研究领域的哪原始面貌.从某种程度上说,概念重建运动为课程研究领域注入了新鲜的活力,也为其可持续发展提供了机遇与挑战.本文从概念重建运动发展的历史视角出发,重新审视了概念重建运动的基本立场与理念,并指出了未来概念重建运动发展的可能趋势.     

从西方学界的争鸣看后现代课程的“概念重建运动”

西方课程论发展的困境引发了后现代课程的“概念重建运动”,也点燃了重建主义和传统主义之间的学术争鸣.本文通过梳理和分析21世纪以来传统主义和重建主义的三次交锋,得出结论:西方课程论发展的困境实质是研究者自身的困境;“概念重建运动”没有解决问题,而是逃避了问题.我国课程论不应效仿西方后现代课程的“概念重建运动”,而是要扎根课程开发的实践,努力研究和开发出更高效的学校课程.     

从内部“打破”是生命——一个关于课改的隐喻

美国学者威廉·派纳(William F.Pinar)曾提出课程"概念重建",并以宣言的形式来推进。"概念重建"用日本学者佐藤学的话来说,就是"再定义"。我们以为,基础教育课程改革正是一个"概念重建"抑或"再定义"的过程。需要澄清的是,"概念重建"、"再定义"决不只是"话语"的变化,而是内在地包含着实践的变化。佐藤学说:"我把‘课程研究’视为这样一种探究:作为话语实践之构成、反思、审议教育的探究。即使是话语,也是用话语去‘构成实践’,是一种‘话语性实践’"对此,我们深表赞同。的确,十年课程改革,我们的话语变了,理念变了,"概念重建"了,价值观重建了,更为重要的是,我们有了《基础教育课程改革纲要(试     

后现代课程研究的特点及对我国课程改革的意义

后现代课程研究是在后现代社会 (或者说后现代时期 ) ,以一种后现代的价值取向、文化态度、社会精神、思维方式 ,对课程现象、课程问题所进行的专门化和系统性的探讨。后现代课程研究兴起于 2 0世纪 70年代的概念重建活动。概念重建旨在使课程研究从一个本质是技术性、实践导向     

从内部“打破”是生命——一个关于课改的隐喻

美国学者威廉·派纳（William F.Pinar）曾提出课程“概念重建”,并以宣言的形式来推进“概念重建”用日本学者佐藤学的话来说,就是“再定义”。我们以为,基础教育课程改革正是一个“概念重建”抑或“再定义”的过程。需要澄清的是,“概念重建”、“再定义”决不只是“话语”的变化,而是内在地包含着实践的变化。佐藤学说：“我把‘课程研究＇视为这样一种探究：作为话语实践之构成、反思、审议教育的探究。即使是话语,也是用话语去‘构成实践＇,是一种‘话语性实践＇”对此,我们深表赞同。     

幼儿教育实践的现象学教育学反思

我国新一轮基础教育课程改革涵盖幼儿教育.在课程改革中,一个重要的前提条件是“概念重建”.现象学教育学以其关注实践中的情境、“回到事情本身”的全新视角,为课程改革提供了重要的启示意义.幼儿教育工作者应借鉴现象学教育学充满人文关怀的理念,关注教师在具体情境中的教育行为.通过反思以及“概念重建”,促进幼儿教师的专业化成长,提高教育行为的规范性,从而真正为儿童提供优质的早期教育.     

活动课程的“概念重建主义”理论探究

从本世纪初博比特(F.Bobbit)发表《课程》(“The Curriculum”,1918)、查特斯(W.Char-ters)发表《课程编制》(“Curriculum Construct-ion”,1923),直到本世纪中叶泰勒(R.Tyler)发表《课程与教学的基本原理》(“The Basic Principies of Curriculum and Instru ction”,1949),逐渐确立起课程研究的主导范式——“科学研究范式”(scientific research paradigm).该范式是受哲学中的实证主义(positivism)和自然科学方法论的影响而产生的.60年代末期以来,由于该范式的过分推崇而导致课程中的“技术理性”(technicalRationality)膨胀——重“效率”、重“目标”、重“控制”,最终导致了课程的“非人性化”(dehumanization).在此背景下,本世纪70年代以来,美国兴起了一股对“科学研究范式”进行激烈反思和重建的思潮,从而诞生了课程研究的“概念重建主义”理论 (Reconceptualism).“概念重建”(Reconcep-iualization)是“美国课程研究中的一种范式转换.它反对课程理念中的泰勒原理(Tyler     

概念重建主义课程理论述评

概念重建主义课程理论是美国70年代出现的一个课程理论流派,是一批不满于传统课程理论,试图对课程领域进行概念重建的学者们的课程观点的总称。他们主张课程研究的焦点从课程开发转移到力图理解课程现象,在课程研究领域形成超越“科学研究范式”的新的“人文研究范式”,课程不再是被视为预先制定的外在于师生的“学校材料”,而是师生在共同交往的教学实践中生成的教学事件。     

“重建知识概念”辨

在我国基础教育课程改革中,提出“知识概念重建”是站不住脚的,必须坚持能动反映论的正确知识概念;建构主义不能作为正确知识概念的理论基础;用“重建”的“新”知识概念指导课程改革必将产生灾难性后果;在“革命”中进行的“概念重建”违反科学认识的规律;“知识概念重建”不是“理论创新”。     

面向新世纪的课程理论——美国 Patrick Slattery 的后现代课程思想评析

面向新世纪的课程理论——美国ＰａｔｒｉｃｋＳｌａｔｅｒｙ的后现代课程思想评析綦春霞近二十几年来，西方国家致力于“后现代”理论的研究，涌现出许多“后现代”主义的理论思潮。具体到后现代课程理论研究所涉及到的一个主题是“课程概念的重建”。围绕如何“重建概念...     

后结构主义课程研究的发展与评价

后结构主义课程研究是一个新的研究领域，研究者们站在后结构主义立场，运用后结构主义理论和方法分析、探讨课程理论，对课程问题形成了不同的立场和观点，极大地丰富了课程研究话语。     

If concept mapping is so helpful to learning biology,why aren't we all doing it?

Concept mapping is described repeatedly in the literature as a tool that can support and enhance students' learning in science classrooms. Despite such endorsements, the use of concept mapping as a basis for classroom activities in UK secondary schools does not seem to be widespread. Some of the flaws in the supporting literature are highlighted. The two main barriers to the extensive adoption of concept mapping as an integral component of typical classroom strategies are seen as the epistemological beliefs of classroom teachers and the underlying philosophy of the curriculum that they are asked to deliver. In conclusion, concept mapping is seen as a tool that may support learning within an appropriate teaching ecology. Such an ecological perspective may require, for some, a re-conceptualization of the teacher's role in which teaching, learning and change are seen as integrated components of effective teaching.     

试论课程领导与课程发展

随着课程改革和课程问题研究的深入,对课程领导的研究也从课程管理的研究中分离出来,成为课程理论研究的一个新领域。课程领导是指为了实现课程目标,在一定条件下对课程领域的组织和人员施加影响的过程,具有决策、组织与引导等职能,对课程的形成、实施、改革与发展都具有重要影响。课程领导方式的改革要适应世界课程变革的需要,实行课程的三级管理,实现课程领导方式的民主化和科学化;课程的发展要与世界同步,体现现代社会的价值追求和价值选择。     

开拓比较教育科学研究的新视域--兼论比较课程与教学论研究的方法论特征

本文从比较教育科学研究的方法论困境出发,以"比较课程与教学论"为切入点拓展一个新的研究视域,在研究方法论层面对"课程与教学论"在中国的发轫、现状和未来走向进行了回顾与展望,试图构建一个与国际接轨的课程学术共同体,并通过课程理论研究的突破,在世界课程界形成一定影响,旨在为了中国课程学派的崛起.     

Creative Teaching

Decoding disciplinary expertise for novices is increasingly part of the undergraduate curriculum. But how might area studies and other interdisciplinary programs, which require integration of courses from multiple disciplines, decode expertise in a similar fashion? Additionally, as a part of decoding area studies and interdisciplines, how might a sequential experience of library-based research practice support that curriculum? Finally, how might a program introduce students to fellowships and career opportunities in the field early in their studies? Area studies and interdisciplinary departments face particular challenges in this regard because of multiple entry points into the major and the lack of a consistent pattern of student movement through the major (due to students studying abroad or because of the array of different disciplinary courses comprising individual programs of study). A tested course designed to address these issues, and adaptable for other area studies or interdisciplinary programs, is part of the required curriculum for Asian Studies at St. Olaf College in Northfield, MN.     

Understanding teachers’ careers: Linking professional life to professional path

This research synthesis aims to more fully understand the current teacher retention crisis in the United States through a re-conceptualization of what is meant by a teaching career. Currently, research is divided into two broad categories: traditional research on teacher retention and traditional research on teachers’ professional lives. This synthesis identifies key studies in both fields and argues for greater coordination between the two in an effort to conceive of teachers’ careers along a continuum and utilize a range of methodologies for understanding those careers. The author points to select studies which begin to bring these two fields together and suggests potential future research directions.     

Conceptualizing shadow curriculum: definition,features and the changing landscapes of learning cultures

This article presents a new conceptualization of ‘shadow curriculum’, one component of the worldwide phenomenon of shadow education, i.e. learning outside of school. Traditional conceptions of curriculum are not applicable to shadow education, and so this article begins by exploring how shadow education practices qualify as a new focus of curriculum studies. Based on existing scholarship and our own field experience in South Korea, we propose that shadow curriculum can be defined as supplementary curriculum out of schooling provided by educational business industries that are aimed for individual students’ academic success in formal education. The following discussion explores the characteristics of shadow curriculum and shows that incorporating shadow curriculum as a new area of focus in the field of curriculum studies can broaden existing understandings of student learning and the concept of curriculum. Our hope is that this discussion will open a new intellectual space for analysis of the complex phenomenon of shadow education within the field of curriculum studies.     

Exploring the position of curriculum studies across the continuum of teacher education in Ireland

Curriculum, while often narrowly defined, is a contested space that stimulates continuing international debate, yet the importance of curriculum studies is frequently overlooked across the continuum of teacher education. Within the Irish context a technicist interpretation of curriculum studies, focusing primarily of subject knowledge and development, has historically been adopted. More recent Teaching Council of Ireland policy documents have espoused a broader macro understanding of curriculum studies as a foundation discipline within initial teacher education. However, concerns have been raised regarding student teachers’ ability to fully engage with such material so early in their professional development. With the recently embraced continuum of teacher education in Ireland, this paper examines how curriculum studies is currently defined by Irish policy and problematises how it is addressed in practice. The paper proceeds to explore emerging opportunities to expand this area of study across the continuum. A case for the place of curriculum studies as central to the advancement of the profession through the promotion of teachers as change agents is presented.     

解读课程理论与教育学的关系--兼论当前课程研究方向的转型

课程研究的兴起使课程理论成为教育理论中的显学，课程理论在试图涵盖教学论的同时，也进入了教育学尤其是教育学基本理论的领域，造成了后者的危机。但双方是一种在相互汲取中成长的关系，而不是此消彼长，甚至以一方取代另一方的关系。为此，应重视二者相互之间的价值。当前，中国课程理论研究中的“问题”，首先是实践问题，然后才是学术问题，实践关怀成为课程研究者的主导性意识。不应盲目跨越“课程开发”阶段，而要慎重对待“课程理解”研究范式的转型。