课程论理论基础的心理学转向——从学习心理学到发展心理学

将心理学作为理论基础是课程论独立的主要条件。在相当长的时期内 ,学习心理学关于人类学习的各种学说深刻地左右着课程论的形成与发展。但是 ,有关人类学习的各种学说基本是以成人的学习为基础提出的 ,将这样的学说直接用来当作自己的理论依据 ,课程论便很容易产生脱离儿童的倾向。发展心理学的出现和发展 ,使课程论获得了比学习心理学更为精确和丰富的理论基础 ,发展心理学认为 ,儿童的学习不是成人学习模式的简单化 ,儿童的认识具有自身的独特性。目前 ,课程论的理论基础正在逐渐从学习心理学转向发展心理学。这一转向 ,对于国内目前的课程改革和课程论自身的发展 ,以及各级师范教育心理学课程的建设都有着深远的意义

Psychological Transformation of Curriculum Theoretical Basis

As an important element of the theory, psychology has always had an important influence on curriculum theory. Various interpretations about the psychology of human learning have an effect on the formation and development of curriculum theory. However, there is unscientific logic in this tradition. For example, the interpretations mentioned above are almost all concerned with adult learning, which is not the same as need of children's learning. In the past several decades, developmental psychology has developed to the extent that it can provide better theoretical foundations for curriculum theory. It holds that children's learning is not a replication and simplification of adult learning. It has its own characteristics. Today's curriculum theory is shifting away from the psychology of learning to developmental psychology.