摘要
20世纪,课程曾被定义为:系统的学科知识;学生的经验;教学计划;工艺系统等。人们在课程概念上的分歧反映出课程与教学的二元对立与冲突以及认识课程内涵的困难。及时吸取相关学科研究的新成果,拓展课程研究领域,深入研究课程问题是理解课程内涵的重要途径。
During the twentieth century,curriculum has been variously defined as: the systematic subject knowledge;the experiences of learning;the instructional plan;the technological system ect.The bifurcation of conceptions of curriculum reflects not only the dualistic opposition and conflicts of curriculum and instruction,but also the difficulty in acquiring the meaning of curriculum.Imbibing new progeny of correlative subjects'research,developing the field of study of curriculum and researching issues of curriculum thoroughly are the important approach to catch on the meaning of curriculum.
出处
《西北师大学报（社会科学版）》
北大核心
2004年第3期91-95,共5页
Journal of Northwest Normal University(Social Sciences)
关键词
课程
课程概念
演变
冲突
curriculum
conception of curriculum
changins
conflicting
