| 课程研究的文化学路向 |
| |
| 引用本文： | 黄忠敬. 课程研究的文化学路向[J]. 金陵法律评论, 2005, 0(6): 87-91 |
| |
| 作者姓名： | 黄忠敬 |
| |
| 作者单位： | 华东师范大学教育学系 上海200062 |
| |
| 摘 要： | 从斯宾塞的"什么知识最有价值"到阿普尔"谁的知识最有价值",说明课程研究的范式已经发生了转向,即由关注课程的技术性到关注课程的政治性,由强调课程的客观性到强调课程的意义性,由追求课程的科学性到追求课程的文化性.这就是课程研究的文化学路向.
|
| 关 键 词： | 课程 文化研究 范式 知识 |
| 文章编号： | 1001-4608(2005)06-0087-05 |
| 收稿时间： | 2005-05-25 |
| 修稿时间： | 2005-05-25 |
Cultural Orientation in the Research on Curriculum |
| |
| HUANG Zhong-jing. Cultural Orientation in the Research on Curriculum[J]. Journal of Nanjing Normal University (Social Science Edition), 2005, 0(6): 87-91 |
| |
| Authors: | HUANG Zhong-jing |
| |
| Affiliation: | Business School, Nanjing University, Nanjing 210093, China |
| |
| Abstract: | The paradigm of curriculum research shifted from Spencer's question "What knowledge is of most worth" to Apple's "Whose knowledge is of most worth" indicates that the research of curriculum is turning to cultural study,that is,from technique of research of curriculum to politics,from objective to meaning,from science to culture. |
| |
| Keywords: | curriculum cultural research paradigm knowledge |
| 本文献已被 CNKI 维普 万方数据 等数据库收录！ |
