摘要
课程与教学的关系,是课程与教学论学科中具有争议性的问题之一。七十年来,它们的关系大致经历了"大教学观"时期、分离期、整合期、"大课程观"时期。课程与教学的关系状态的形成,与我国的国际学术地缘关系、理论话语的措辞方式、学科建制的权力结构及其所形成的学者生存心态等知识社会学因素有关。展望未来,在学校教育日趋信息化的时代,课程与教学的关系研究将呈现以下趋势:概念化研究的消解;实用主义的"效用性";理论表述的去学科化;本土化与国际化的融合等。这些趋势将弱化课程与教学关系的理论争鸣价值。
The relationship between curriculum and teaching is one of issues in the theory of curriculum and teaching. In recent seventy years, the relationship has approximately undergone such four stages: the great didactic period, the separation period, the integration period and the great curriculum period. The formation mechanism of relationships of curriculum and teaching, related to some sociological factors such as China’s international relationship of academic, phraseological styles of theoretical discourse, and power structure of discipline-established systems which accordingly formed scholars’ existence mentality. Looking forward to the future in the informatization era of schooling, the relationship between curriculum and teaching will show such tendency: dispelling of conceptualization research, functionality of pragmatism, dedisciplinization of theoretical formulation, and the combination of indigenization and internationalization. These research trends will weaken the value of theoretical debate on the relationships between curriculum and teaching.
作者
熊和平
XIONG He-ping(College of Teacher Education,Ningbo University,Ningbo 315211,China)
出处
《高等教育研究》
CSSCI
北大核心
2019年第6期40-51,共12页
Journal of Higher Education
基金
教育部人文社会科学重点研究基地重大项目(16JJD880021)
关键词
课程与教学
七十年
回顾与展望
curriculum and teaching
seven decades
retrospection and expectation
