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罗彻斯特会议的召开,北美课程领域开始了由"课程开发范式"到"课程理解范式"的范式转型。会议至今已有40余年,课程领域概念重建已发展到新的阶段。当年会议的主要组织者威廉·派纳教授对课程概念重建的历史、现状与未来问题接受了访谈。通过本次访谈,以期能对我国课程与教学改革提供一点启示。
Abstract：After Rochester conference, north American curriculum field changed from "curriculum development paradigm" to "curriculum understanding paradigm". It has been over 40 years and curriculum reconceptualization has developed to a new stage. Professor William Pinar, one of the main organizers of that conference, accepted the interview for the history, present and future of reconceptualization. Through this interview, it aims to provide some enlightenment to our curriculum and instruction reform.
[1]靳玉乐.二十世纪美国七大课程事件评介[A].纪念《教育史研究》创刊二十周年论文集[C].北京:中国地方教育史志研究会,2009.
[2][美]埃伦·康德利夫·拉格曼.一门捉摸不定的科学:困扰不断的教育研究的方法[M].花海燕,译.北京:教育科学出版社,2006:5.
[3][美]布洛克.《塔木德》、课程与实践:约瑟夫·施瓦布和拉比[M].徐玉珍,林立,译.北京:教育科学出版社,2011:1.
[4]William F.Pinar,What Is Curriculum Theory?[M].Mahwah,New Jersey:Lawrence Erlbaum Associates Publishers,2004:36.
[5]Zhang Hua&Zhenyu Gao.Curriculum Studies in China:Retrospect and Prospect[A].William F.Pinar.International Handbook of Curriculum Research[C].New York:Routledge,2014:130.
基本信息:
中图分类号:G423
引用信息:
[1]尚金兰,冯加渔.课程研究的概念重建——威廉·派纳教授访谈[J].全球教育展望,2017,46(04):3-10.
2017-04-10
2017-04-10