摘要
课程史研究在课程理论与实践中具有重要的学术价值,它是传承课程思想的根基、创新课程理论的依托、课程改革的借镜和构建教育学中国学派的源头。我国课程史研究有着悠久的历史,在20世纪二三十年代,课程史研究形成了第一次高潮。新中国成立后,课程史研究相对沉寂。改革开放以后,随着课程论学科的发展和课程实践的推进,我国课程史研究逐步深入。当前课程史研究还存在诸多问题:课程理论研究中不重视历史思维和历史方法,研究方法论亟须完善,研究队伍有待加强。课程史研究处于相对“冷门”的状况,既不利于课程改革的现实需要,也不利于课程理论创新的需要。课程史研究应构建适切主题,加强史实挖掘,重视理论构建,关注现实发展,使其在课程理论完善和课程实践探索中发挥更大的作用。
Curriculum history research has important academic value in curriculum theory and practice.It is the foundation of inheriting curriculum thought,the support of innovative curriculum theory,the mirror of curriculum reform and the source of constructing the Chinese school of pedagogy.Curriculum history research m China has a long history.In the 1920s and 1930s,the curriculum history research reached its first climax.Since the founding of the People,s Republic of China,curriculum history research came to a standstill relatively.With the development of curriculum theory and the advancement of curriculum practice after the reform and opening-up,curriculum history research in China was gradually deepened.There are still many problems in current curriculum history research.For example,historical thinking and historical methods are not emphasized in curriculum theory research,research methodology is in urgent need of improvement,and the research team needs to be strengthened.Nowadays,curriculum history research is in a relatively“unpopular”situation,which is not conducive to the actual needs of curriculum reform,nor to the needs of curriculum theoretical innovation.Curriculum history research should construct appropriate themes,strengthen historical discovery,emphasize theoretical construction,and pay attention to realistic development,thus play a greater role in curriculum theory improvement and curriculum practice exploration.
作者
郑刚
Zheng Gang(School of Education,Central China Normal University,Wuhan Hubei 430079,China)
出处
《课程．教材．教法》
CSSCI
北大核心
2021年第3期10-17,共8页
Curriculum，Teaching Material and Method
关键词
课程史研究
课程理论
课程实践
问题
途径
curriculum history
curriculum theory
curriculum practice
problems
approaches
