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多尔认为,我们正在由牛顿式的现代主义走向后现代主义,前者以简单、稳定、永恒为特征,后者以复杂、混沌、有限为特征。他充分借鉴、吸收格里芬的建设性后现代主义理论、皮亚杰的生物学世界观、普里高津的耗散结构理论、社威的过程说、怀特海的有机论等理论和观点,构建起一种后现代课程模体。这是一个不同于泰勒原理的模体,在这个模体中,多尔用课程的"4R"标准取代了传统的"3R"标准。
Abstract：[1] [2] Doll,W.E.(1993) .A Post-Modern Perspective on Curriculum.Teachers College Press,p.170． p.28．
[3] [美]多尔著.王红宇译.后现代思想与后现代课程观.全球教育展望.2001年第2期
[4] Doll,W.E.(1993) .Challenging Curriculum Icons:A Post-Modern,Post-Structural Pramble.Paper Presented at the Regional Workshop Hosted by Louisiana State University in May 1933,p.8．
[5] See Doll,W.E.(1989) .Foundations For a Post-Modern Curriculum.Journal of Curriculum Studies,21(3) ,p.250．
[6] Doll,W.E.(1993) .A Post-Modern Perspective on Curriculum.Teachers College Press,p.169．
[7] [美]多尔著.杨明全译.超越方法:教学即审美与精神的探求.首届课程理论国际研讨会论文.2000年.
[8] Doll,W.E.(1993) .A Post-Modern Perspective on Curriculum.Teachers College Press,p.169．
[9] Doll,W.E.(1989) .Foundations For a Post-Modern Curriculum.Journal of Curriculum Studies,21 (3) ,p.247．
[10] Doll,W.E.(1993) .A Post-Modern Perspective on curriculum.Teachers College Press,P.164．
[11] Doll.W.E.(1993) .Curriculum Possibilities in a“Post”-Future.Journal of Curriculum and Supervision,8(4) ,p.284．
[12] Schon,Donald.(1983) .The Reflective Practioner:How Professionals Think in Action.New York:Basic Books,p.296．
[13] [14] [15] [16] Doll,W.E.(1993) .Curriculum Possibilities in a“Post”-Future.Journal of Curriculum and Supervision,8(4) ,pp.287-288．
[17] Burner,J.(1986) .Actual Minds,Possible Worlds.Cambridge:Harvard University Press,P.129．
[18] [19] [20] [22] Doll.W.E.(1993) .Curriculum Possibilities in a“Post”-Future.Journal of Curriculum and Supervision,8 (4) ,pp.289-288．
[21] Doll,W.E.(1993) . A Post-Modern Perspective on Curriculum.Teachers College Press,p.182．
[23] Pinar,W.E.,Reynolds,W.M.(et al.).(1996) .Understanding Curriculum.New Youk:Peter Lang Publishing,Inc.,P.503．
[24] Alba,Alicia de,(et al.).(2000) .Curriculum in the Postmodern.New York:Peter Lang Publishing,Inc.,p.127．
基本信息:
中图分类号:G423
引用信息:
[1]汪霞.后现代异域的课程话语——多尔建设性后现代主义课程理论评析[J].全球教育展望,2003,32(06):43-48.