西方课程探究范式探析

施良方

doi:10.16382/j.cnki.1000-5560.1994.03.005

西方课程探究范式探析

doi: 10.16382/j.cnki.1000-5560.1994.03.005

施良方

华东师范大学

① Shar, H, S.guificunt writings th:t have infuenced the curriculum: 1906~81. Phi Delta R appa%, 62;1980.
② 泰勒著, 施良方译、瞿葆奎校:《课程与教学的基本原理》, 人民教育出版社1994年版, 第2页。Huse:, T. et ul. (eds.), The Int :rnctiona? E y opedia of Educction, Vol. 2, 1985, p. 1142.
④ 对此感兴趣的渎者, 可参阅拙文《予勒的(课程与教学的基本原理)》，《华东师范大学学报(教育科学版)》, 1992年第4期。
⑤ M tzel, H. E. (ed.), Enryclopedia of Educcti nal Research, 5th. e1.1982, p. 423
① Bobbitt, F.: How to M ake a Curriculrm, 1924.
② Charters, W. W., Crvrr8cubum Comstruction, 1923, p. 102.
③ NSSE, & the. Y earbook: The Fowndatioms and TecraniquB of Curricubum MakinI, 1927, P 51
④ NSSE, 70th. Y earbook: The Curriculum: Retrospect anod Prospect, 1971, p.31.
⑤ Crenin, L. A., Curriculum- making in the U nited States. Teachers College Recora, 73, 1971, PP. 196 ~200.
⑥ Tanner, D. and Tanner, L. N., Curriculum Development, 2nd od. 1981, p.83
① Goo1lad, J. I., Currcauum Inquiry, 1979, p. 19.
② Schubert, J. J., Ralph W. Tyler in Review. Jouroal of Thou}t, Vol. 2I, 1986.
③ Walker, D. F. and Soltis, J. F., CurricuZum and Aims, 1986, p.116.
④ Strickland, K, Preface. Jourmal of Thought, Vol.21, 1986.
⑤ Stenhouse, L., An Introduction to CurricuLom Rosearch arcd Davelop ment, 1975, PP.70~83.
① Mason, R. E., Contemporary Educational Theory, 1972, p. 146.
② 施瓦布自1969年至1983年, 连续发表了四篇系列论文:《实践:课程的语言(The practical: A langnage for curriclum)》, 载于《学校评论(School Review)》, 78, 1969年。《实践:折中的艺术(The practical: Arts of ecletic)》, 载于《学校评论》, 79, 1971年。《三论实践:转换成课程(The practical 3; Translation into ceurriculum)》, 戟于《学校评论》, 31, 1973年。《四论实践:课程教授要做的一些事情(Something for curriculam profossors to do)2, 载于《课程探究Currculum Inquiry)》, 13, 1933年。
① 有人认为，课程探究的批判范式的涌现, 可以美国课程专家平纳(Pinar, W.F)在1974年和1975年选缟的两本书为标志: HciThtenedl Consciousness, Cultural Revolution, and Curriculum Theory (1974); Currioulum Theoriing=The Reconceptualists (1975)
② Apple, M. W., Iieology and Curricus7um, 1979, pp. 1~11.
③ Apple, Ideology and Curniculum, p.7.
① S:hubert, W. H., Curricu? um: Perspective, Paradigm, and Possibility, 1986, pP. 326 ~ 330.
② Schubert, Curricu'um, p. 170.
③ Tanner, D. and Tanner, L. N, Tue Emergence of a paradigm in the curricu1um fgld: A reply to J ickling. Int:rchuanges, Vol. 19, No. 2, Summer 1988.
④ Jickling, P, 4 tough nut: A roj inder to Robin Barrow and to Danlel and Lau rol Tanner. Interchango, Vol. 1), No. 2, Summer 1988.
① Jicking, B, Paradigms in curriculom development: Critical comnonts on the work of Tannor and Tarmer Enterchange, Vol. 19, No. 2, Summer 1988.
② Barrow, R, Over the top: A misuse of philosopbical techniques? Interchonge, Vol. 19, No 2, Sumrner 1988.
③.泰勒著, 施良方译、瞿葆奎校:《课程与教学的基本原理》, 第135页。
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出版历程

摘要

注释:

1) ① Shar, H, S.guificunt writings th:t have infuenced the curriculum: 1906~81. Phi Delta R appa%, 62;1980.

2) ② 泰勒著, 施良方译、瞿葆奎校:《课程与教学的基本原理》, 人民教育出版社1994年版, 第2页。Huse:, T. et ul. (eds.), The Int :rnctiona? E y opedia of Educction, Vol. 2, 1985, p. 1142.

3) ④ 对此感兴趣的渎者, 可参阅拙文《予勒的(课程与教学的基本原理)》，《华东师范大学学报(教育科学版)》, 1992年第4期。

4) ⑤ M tzel, H. E. (ed.), Enryclopedia of Educcti nal Research, 5th. e1.1982, p. 423

5) ① Bobbitt, F.: How to M ake a Curriculrm, 1924.

6) ② Charters, W. W., Crvrr8cubum Comstruction, 1923, p. 102.

7) ③ NSSE, & the. Y earbook: The Fowndatioms and TecraniquB of Curricubum MakinI, 1927, P 51

8) ④ NSSE, 70th. Y earbook: The Curriculum: Retrospect anod Prospect, 1971, p.31.

9) ⑤ Crenin, L. A., Curriculum- making in the U nited States. Teachers College Recora, 73, 1971, PP. 196 ~200.

10) ⑥ Tanner, D. and Tanner, L. N., Curriculum Development, 2nd od. 1981, p.83

11) ① Goo1lad, J. I., Currcauum Inquiry, 1979, p. 19.

12) ② Schubert, J. J., Ralph W. Tyler in Review. Jouroal of Thou}t, Vol. 2I, 1986.

13) ③ Walker, D. F. and Soltis, J. F., CurricuZum and Aims, 1986, p.116.

14) ④ Strickland, K, Preface. Jourmal of Thought, Vol.21, 1986.

15) ⑤ Stenhouse, L., An Introduction to CurricuLom Rosearch arcd Davelop ment, 1975, PP.70~83.

16) ① Mason, R. E., Contemporary Educational Theory, 1972, p. 146.

17) ② 施瓦布自1969年至1983年, 连续发表了四篇系列论文:《实践:课程的语言(The practical: A langnage for curriclum)》, 载于《学校评论(School Review)》, 78, 1969年。《实践:折中的艺术(The practical: Arts of ecletic)》, 载于《学校评论》, 79, 1971年。《三论实践:转换成课程(The practical 3; Translation into ceurriculum)》, 戟于《学校评论》, 31, 1973年。《四论实践:课程教授要做的一些事情(Something for curriculam profossors to do)2, 载于《课程探究Currculum Inquiry)》, 13, 1933年。

18) ① 有人认为，课程探究的批判范式的涌现, 可以美国课程专家平纳(Pinar, W.F)在1974年和1975年选缟的两本书为标志: HciThtenedl Consciousness, Cultural Revolution, and Curriculum Theory (1974); Currioulum Theoriing=The Reconceptualists (1975)

19) ② Apple, M. W., Iieology and Curricus7um, 1979, pp. 1~11.

20) ③ Apple, Ideology and Curniculum, p.7.

21) ① S:hubert, W. H., Curricu? um: Perspective, Paradigm, and Possibility, 1986, pP. 326 ~ 330.

22) ② Schubert, Curricu'um, p. 170.

23) ③ Tanner, D. and Tanner, L. N, Tue Emergence of a paradigm in the curricu1um fgld: A reply to J ickling. Int:rchuanges, Vol. 19, No. 2, Summer 1988.

24) ④ Jickling, P, 4 tough nut: A roj inder to Robin Barrow and to Danlel and Lau rol Tanner. Interchango, Vol. 1), No. 2, Summer 1988.

25) ① Jicking, B, Paradigms in curriculom development: Critical comnonts on the work of Tannor and Tarmer Enterchange, Vol. 19, No. 2, Summer 1988.

26) ② Barrow, R, Over the top: A misuse of philosopbical techniques? Interchonge, Vol. 19, No 2, Sumrner 1988.

27) ③.泰勒著, 施良方译、瞿葆奎校:《课程与教学的基本原理》, 第135页。