摘要
从方法论的角度来看,课程研究大体上可分为两种范式,即科学研究和文化研究。整个20世纪,这两种范式此消彼长,在冲突与融合中共同促进了课程的发展。但长期以来,课程研究一直受到科学主义的影响,强调实证与客观,导致了见"物"不见"人"的偏向,而课程的文化研究的兴起,是人们对课程的科学研究暴露出的种种弊端进行反思与批判的结果,它强调定性的、理解的、解释的、现象学的方法,注重整体的和意义的文化内涵,从而更加关注"人"的现实生活。
There are two modes or paradigms of curriculum research in general: scientific research and cultural research. These two paradigms are in conflict some times and amalgamate in another times on the whole 20th century, advancing the development of curriculum. Owing to scientism influence, scientific research of curriculum focuses on demonstration and objectivity, resulting in paying attention to 'matter' and overlooking the 'students'. Based on the reflect and criticism, cultural research of curriculum is springing up. It stresses on qualitative, comprehensive, interpretative and phenomenological methods, and emphasizes on holistic and content cultural meaning, accordingly paying attention to the real living of the students.
出处
《山西师大学报（社会科学版）》
北大核心
2003年第3期26-30,共5页
Journal of Shanxi Normal University(Social Science Edition)
关键词
课程
科学研究
文化研究
实证主义
人文主义
curriculum
scientific research
cultural research
positivism
humanism
