摘要
20世纪 90年代以后 ,美国的布洛克等一批后现代主义课程学家从建设性后现代主义哲学中汲取养料 ,合理运用后现代理念对课程问题提出了独到的见解。布洛克批判了现代课程的线性、预定性、控制性本质 ,认为课程的功能在于带领学生离开机械的、单调的、预先设定的、清晰可见的路线 ,而进入“迷途” ,转向自己身份的创造。
In the 1990s, Block and some other American postmodern curricularists drew on constructive postmodern philosophy and put forward a new understanding about curriculum studies. Block criticized the linear, prescriptive and controlling nature of modern curriculum. In his mind the function of curriculum was to take students away from the predetermined mechanical route, thus they would be 'at a loss' and turn to the creation of identity.
出处
《比较教育研究》
CSSCI
北大核心
2003年第2期1-5,共5页
International and Comparative Education
