摘要
课程史研究在西方已有比较充分的发展,而在我国则一直处于相对自发的状态。课程史研究能够为理解课程现象及问题提供完整的图像,为当下的课程实践提供智慧资源,因此需要引起课程学者的足够重视,并进行积极的理论研究。特别是,课程史研究需要坚持积极史观,拒绝"无历史"和"反历史"的倾向,有选择地采用批判论述分析、比较研究、俗民志、传记和口述史等方法开展课程史当中的学科史、课程思想史、课程改革史等专题研究。
The research of curriculum history has been fully developed in western, but it＇ s always be neglected in our nation. The values of the research of curriculum history include ： provide a full picture for us to understanding the contemporary curriculum problems; provide intelligent resources for us to solve the contemporary curriculum problems. While we research the curriculum history, we should have the positive view about history, refuse the wrong view about history, such as ahistorical and unhistorical. We can use the methods such as Critical Discourse Analysis, Comparative, Ethnography, Memoir and Oral history, to research the questions such as the history of subjects, the history of curriculum thinkers, the history of curriculum reform and so on.
出处
《全球教育展望》
CSSCI
北大核心
2013年第3期39-47,共9页
Global Education
基金
教育部人文社会科学重大项目"中国课程思想的古典遗产与现代形态研究"(项目编号:2009JJD880010)的成果之一
关键词
课程史
研究主题
研究方法
curriculum history
the themes of research
the methods of research
