知识与大学的教育功能:高等教育课程设计

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本文系作者于1992年12月应本刊专约而作。题目的原文为: Knowledge and the Educative Functions of University: Deigning the Curricalum of Higher Education——编者
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1) 本文系作者于1992年12月应本刊专约而作。题目的原文为: Knowledge and the Educative Functions of University: Deigning the Curricalum of Higher Education——编者

[1]	Grimmett, Peter P., ana Gaalen L. Erickson, eds. (1988). Refection in Teacher Educadion. New York: Teachers College Press.
[2]	Levine, Arthur(1981). Hanabook on Undergracuate Curiculum. San Francisco: Jossey-Bass. Lytle, fSusan L, and Marilyn Cochran-Smith (1992). "Teacher Research as a Way of Knowing, " Harvard Educational Review, 62;.447- 474.
[3]	Phenix, Philip H. (1964). Realms of Meaning. New Yo1 k: MoGraw -Hill.
[4]	Short, Edmund C. (1991). Forms of Curriculum Inquiry. Albany, NY: State University of New York Presa, pp.4~7, 11~13.
[5]	Short, Edmund C. (1973)."Knowledge Production and Utilization in Curriculum: A 8pecial Case of the General Phenomenon, " Review of Educational Research, 43, 237 ~301.
[6]	Storer, Norman W. (1970)."The Organization and Diferentiation of the Sciontie Comrunity: Basic Disciplines, Applied Research, and Conjunctive Domaing, " in Richard A. Dershimer, ed, The Educational Research Community. W a8hington, DC: American Educational Research Association, pp. 123~141. ERIC Document Number ED 057 275.
[7]	Toombs, William, and William Tierney (1991). Meeting the M andale: Renewing the College and Depart mental Curriculum. ASHE-ERIC Higher Education Report No. 6, w ashington, DC: The George Washington U niversitym, Scbool of Education and Human Developmeut.
[8]	Weinberg, Alvin M. (1967). Refectioms on Big Science. Cambridge, MA: The Masachusetts Institute of Technology Press, pp. 60~62.

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