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对近三十年来西方关于施瓦布实践课程思想的研究进行梳理后发现:相关的研究成果数量整体较少,其影响力呈持续减弱状态;研究群体相对集中,主要为施瓦布的亲传弟子和其思想的追随者;研究主题比较聚焦,主要集中于实践可行性、思想渊源追溯、与泰勒原理的关系争论、学科结构和探究性教学以及时代价值探讨等方面。施瓦布课程思想学术代际传播的减弱、思想中内在的实践困境以及芝加哥大学教育系的关闭是导致其话语衰落的主要原因。在当前北美课程话语文化转向的现实背景之下,关于实践课程思想时代价值的研究会继续深化,且未来的研究会与施瓦布的整个思想轨迹和学术生活史的考察结合起来。
Abstract：By collecting and analyzing the researches on Joseph J. Schwab's “Practicals” in western countries over the past thirty years, this paper discovers that, over the past thirty years, the impact of Schwab's “Practicals” has reduced constantly with a relatively small number of the academic publications; the researchers are mainly Schwab's students and followers; research subjects mainly focused on the feasibility and theoretical origins of the “Practicals”, debates on the relationship between Tyler and Schwab, structure of the disciplines and “teaching as inquiry” as well as the contemporary values of the “Practicals”. The combination of the weakening impact of intergenerational transmission of Schwab's scholarly ideas, the inherent difficulties of the “Practicals” as well as the closing down of Department of Education in University of Chicago caused the fading of Schwab's “Practicals”. This paper argues that, in the current context of the cultural turn of curriculum discourse in North America, research on the contemporary values of the “Practicals” will proceed, and future research will combine with the studies of Schwab's lifelong scholar ideas and life history.
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(1)经进一步考察发现,全面意义上说,施瓦布的实践系列论文共有6篇。前4篇先后发表并为人们所熟知,实践5和实践6由于未曾发表,很少有人关注。实践5(《The Practical 5:Using Subject Matter Commonplaces in Literature to Develop Alternative Views for Teaching》)和实践6(《The Practical 6:Finding Subject Matter Commonplaces in Psychology:Something for Curriculum Researchers to Do》)由施瓦布与其指导的最后一名博士生罗比(Thomas W.Roby IV)共同写作,并曾分别于1986年和1987年在美国教育研究协会年会上宣读。参见:Roby IV,T.W.What to Do about Joseph Schwab and the Rabbis[J].Journal of the American Association for the Advancement of Curriculum Studies,2005(1) :1-31.
(2)泰勒在文中指出,在“八年研究”的第一年结束时,他们发现绝大多数的教师并未落实开发的课程,因此,从第二年起,他们会在每个夏天为教师们提供为期六周的工作坊以便教师们聚集起来致力于课程活动。夏日工作坊的人员包括了来自学科领域的专家、课程教授、心理学专家、部分校长等等,接近于施瓦布所提出的课程审议小组的人员构成。
(3)《塔木德》是一套犹太人终身研读的智慧、文化、历史之书,是仅次于希伯来《圣经》的犹太教经典。
(4)犹太教学习《塔木德》及拉比文献的学校。
(5)罗比在文中指出,施瓦布最典型的特质是他的难以同化性,独立性是他的优势的源头。因此,罗比并不认为布洛克作出的类比会得到施瓦布的认可;与此相反,他认为以施瓦布好辩、批判的风格,他会在极大可能上去挑战、质疑,分析其隐喻的根源并对这一类比的适切性加以辩论。
(6)韦斯特伯里和威尔科夫(N.J.Wilkof)曾表示,施瓦布认为自己的理念与其他学科学者们的观点有着根本性的差别。对此,可作进一步探讨。参见:Westbury,I.& Wilkof,N.J.(Eds.).Science,Curriculum,and Liberal Education:Selected Essays[M].Chicago,IL:University of Chicago Press,1978:25。
(7)由于本文聚焦于西方关于施瓦布实践课程思想的研究,因此仅呈现了北美和德语国家背景下实践课程思想的时代价值研究,而未将专题中邓宗怡关于实践课程思想与中国教育学发展的相关性和重要性的研究予以展现。参见:Deng,Z.The Practical and Reconstructing Chinese Pedagogics[J].Journal of Curriculum Studies,2013(5):652-667.
基本信息:
中图分类号:G423
引用信息:
[1]姚小鸽,张俊列.西方近三十年来施瓦布实践课程思想研究新进展[J].全球教育展望,2021,50(12):32-46.
基金信息:
国家社会科学基金2019年度教育学一般课题“立美与成美：课程美学实践应用机制”(项目编号：BAA190232); 陕西师范大学中央高校基本科研业务费专项资金资助项目“基于知识图谱的国际教师教育领域前沿问题与发展趋势研究”(项目编号：2016TS006)的研究成果
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2021
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2021-12-10
2021-12-10