知识观视域下国外课程理论的演进研究

课程是围绕知识的选择、组织而展开的,知识的发展深深地影响着课程形态的演进。19世纪斯宾塞提出的"什么知识最有价值?"虽然引起了人们的思考,但随着知识的客观中立性神话被打破,这一科学取向的课程设计理念又在20世纪七八十年代被阿普尔转换为"谁的知识最有价值"这一政治取向。尽管阿普尔的思想显示了智慧的深度,却依然没有摆脱科学认识论及其主客二分的思维方式在教育中的映射。只有转换提问的方式即"知识怎样最有价值",寻求知识与学生间的意义关联才是这一问题的出路。

A Study on the Evolution of Foreign Curriculum Theories under the Horizon of Knowledge View

The curriculum is organized around knowledge choosing and organizing,so knowledge development influences the evolution of curriculum deeply.Although "What knowledge is of most worth?" put forwarded by Spencer in the 19th century arouses people’s thinking,this scientism curriculum design concept is translated as a political orientation of "Whose knowledge is of most worth?" expounded by Michael Apple in the 1970s and 1980s as the objective neutrality myth of knowledge is broken.Michael Apple’s idea reveals the depth of wisdom,but it still can’t move away from the thinking mode of science epistemology and distinction between subject and object,which map on the education.The only outlet of this problem is to transform the method of asking question,namely "how knowledge is of most worth? ",and seek the significance association between knowledge and students.