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70年课程研究范式的回顾与展望 预览

The Retrospect and Expectation of 70 Years Curriculum Research Paradigm
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摘要 课程研究范式是明晰课程研究价值取向与历史意义的重要组成部分.70年来,我国课程研究范式经历了从无到有、从西方经验借鉴到本土自觉探索的艰辛发展历程,先后出现了大教学论下的课程论“隐匿”范式、大教学论下的课程论“突围”范式、课程论研究的全面西学范式、课程论研究的社会批判范式、课程论研究的解释学范式以及课程论研究的混合设计范式.迎接新的时代挑战,课程研究范式也需顺势而为,应从“技术控制”走向“文化社会”建构,从“悬置静止”走向“关系意义”生成,从一元化的理解式建构走向本土变革式理论创生,从封闭式的方法坚守走向开放式的大数据依托,从科学化语言走向诗性化语言,以此来抒写课程研究领域自己的故事,创新中国话语. The research paradigm of curriculum is an important part for clarifying the value orientation and historical significance of curriculum research. Since the founding of the People’s Republic of China, the research paradigm of curriculum in China has experienced a hard development from nonexistence to existence, from learning western experiences to exploring native conscious. It has emerged the “hidden” paradigm of curriculum theory, the “breakthrough” paradigm of curriculum theory of Comenius’ Great Didactico, the overall western paradigm of curriculum theory research, the social criticism paradigm of curriculum theory research, the hermeneutics paradigm of curriculum theory research and the mixed design paradigm of curriculum theory research. To meet the challenges of the new era, the research paradigm of curriculum should also conform to the trend. We should write our stories in the field of curriculum research and innovate Chinese discourse from “technology-control” to the construction of “culture-society”, from “suspension-static” to the generation of “relationship-meaning”, from the construction of unified understanding to the creation of local transformational theory, from sticking to closed methods to relying on open big data and from scientific language to poetic language.
作者 罗生全 LUO Shengquan(Center for Studies of Education and Psychology of Minorities / Faculty of Education, Southwest University, Chongqing 400715, China)
出处 《湖南师范大学教育科学学报》 CSSCI 北大核心 2019年第3期20-31,共12页 Journal of Educational Science of Hunan Normal University
基金 中央高校基本科研重大创新团队项目“基础教育课程改革的国际比较与本土理论建构研究”[SWU1709117] 重庆市教育综合改革研究课题“教育改革评价尺度研究”[18JGZ06].
关键词 课程研究 社会批判范式 解释学范式 混合设计范式 诗性化语言 课程思维 话语体系 curriculum research social criticism paradigm hermeneutics paradigm the paradigm of mixed design poetic language curriculum thinking discourse system
作者简介 罗生全,西南大学教育学部/西南民族教育与心理研究中心教授,博士生导师。
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