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<正>传统课程教学过分强调课程知识的客观性、普遍性和中立性。因而,在传统的课堂教学中,教师被认为是知识的权威,只需要站在客观的角度向学生传授书本知识。新时期的教师(尤其是语言教师)的角式定位发生了很大的变化。从斯宾塞的"什么知识最有价值"到阿普尔的 相似文献
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郑雅静 《中学政治教学参考》2015,(Z1):33-36
<正>自赫伯特·斯宾塞提出"什么知识最有价值"伊始,再到迈克尔·阿普尔追问"谁的知识最有价值",学界对课程理论与实践的探索从未停止。聚焦当今中国,随着知识经济的高速发展,呈指数型爆炸增长的知识与信息化时代相伴而生,"万校一书"的课程体系、 相似文献
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在选择什么知识进入课程这一问题上,“什么知识最有价值”这一提问方式产生于十九世纪自然科学繁盛的时期。“谁的知识最有价值”则由阿普尔在二十世纪提出,反映了体现在课程知识选择、组织、分配和评价过程中资本主义社会阶级、种族、性别的冲突和矛盾。从“什么知识最有价值”到“谁的知识最有价值”提问方式的转变,体现了人们的课程知识价值观从客观主义向主体主义的过渡和转向。 相似文献
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王成龙 《天津市教科院学报》2012,(6)
迈克尔·W·阿普尔是批判教育研究的杰出代表,在国际教育界颇具影响力,被誉为世界上致力于建立一种批判性及民主化教育的最杰出的学者之一.阿普尔的批判课程理论为批判性地审视我国基础教育课程改革出现的问题提供了重要的方法论基础.其批判课程思想主要包括课程的本质是合法化的官方知识、课程知识具有意识形态的潜在性和遮蔽性、课程标准的制定要群策群力、课程评价方式要多元化、课程传递要实现“反思性实践”、培养学生的批判性思维能力等六部分.作为一名批判理论的代表,阿普尔的思想具有一种强烈的批判精神与民主取向的优点,但也有一定的泛意识形态化、缺乏批判性实践的缺陷.据此,作者提出返璞归真,追寻公正;构建网络,实现对话;多元评价,适当放权;加强培训,赋权于师等四点对我国基础教育课程改革的启示. 相似文献
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阿普尔在他的著作中反思了课程与政治、经济、文化之间的关系，提出课程并不是中立的知识，而是根植于历史和现实的土壤之中长出来的打着深深的意识形态烙印的果实，他提出一个掷地有声的问题：谁的知识最有价值？ 相似文献
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课程知识选择问题大致经由斯宾塞、阿普尔和麦克·扬的三种叩问得以产生与延续,并实现了由“什么知识最有价值”到“谁的知识最有价值”再到“什么知识最有价值”的回转。斯宾塞对客观主义的高谈和阿普尔对意识形态的阔论造成理论的盈溢,麦克·扬兼顾客观与建构,却以行动的缺席而不知其果。三者都未能“求本固原”。知识的选择作为课程基本问题,理应以人的生存为取向,以自由(权力)、理性(现实)和精神(价值)的充盈搭建知识的生存环境。 相似文献
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课程生活化、社会化、实用化的现实主义取向是新课程的特征。传统课程关注"知识最有价值",而新课程关注"能力最有价值"。但教学实践中国家、地方、学校三级课程矛盾冲突凸显,为教师深化课程改革设置了一道门槛,也成了教师如何打开瓶颈提供新的论争课题。 相似文献
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朱洪洋 《中国人民大学教育学刊》2015,(2):78-86
教育学在其学科创立和发展的过程中经历了三次重大的范式确立与转换。首先,夸美纽斯基于其泛智教育思想初创了教育学的基本范式"把一切知识教给一切人"。其后,由斯宾塞提出的"什么知识最有价值"这一命题,实现了向"把有价值的知识教给一切人"这一范式的转换。第三次的范式转换以杜威为代表,可表述为"帮助一切人学到有价值的知识"。同时... 相似文献
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阿普尔认为课程改革实质上就是围绕官方知识的政治,是各权力团体争取自身知识合法化的角斗场。作为一名有着强烈民主取向的批判理论家,阿普尔猛烈地批判了当前美国右翼势力对教育和课程民主的颠覆,并呼吁每位普通人都要敢于对任何反民主的事物说“不”,同时他还提出对一切改革都要做一种“道德性”和“历史性”的反思以做出正确合理的判断与决定。 相似文献
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一、最有价值的知识与三种取向的教师专业发展对于不同的知识的关注,对于最有价值知识的不同观点,就会产生对于教师发展的不同理念。(一)教师专业发展的三种取向依据关注焦点的差异,王建军在《课程变革与教师专业发展》一书中总结了三种教师专业发展的取向:教师发展的理智取向、实践反思取向和生态取向。 相似文献
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Quentin Wheeler-Bell 《课程研究杂志》2017,49(4):561-578
Curriculum decisions are increasingly seen as technocratic or bureaucratic problems, rather than democratic issues that must be deliberated over. As such, curriculum decisions are placed in the hands of a small minority of bureaucrats and business elites who assume the only purpose of education is to prepare children for college and/or the labour market. Within these times, it is essential to revisit classics works in order to move forward a critical theory of the curriculum. To develop a critical theory of the curriculum, I shall revisit two classic books in curriculum studies—R.S. Peters’s Ethics & Education and Michael Apple’s Ideology and Curriculum. I place Michael Apple and R.S. Peters in conversation with each other because both believe, albeit differently, that the curriculum ‘stands in need of justification’: both agree the curriculum must be publically justified through democratic deliberation. Furthermore, Apple and Peters develop different sets of tools for a critical theory of the curriculum—Apple provides tools for critique and Peters tools for the normative standards. However, both inadequately develop the normative standards for determining when the curriculum is democratically justified. These normative standards, I argue, are developed by Habermas’s critical theory of discourse ethics which is capable of building upon and expanding the insights of Apple and Peters. 相似文献
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作为美国新马克思主义教育哲学的创立者和最早在北美倡导批判教育运动的领军人物之一,阿普尔对由右翼保守势力主导的市场化和私有化的教育改革已经进行了长达四十多年的批判研究。在批判立场上,阿普尔表现出对社会草根群体的现实关怀;在批判方法上,阿普尔采取了情境化的关系分析进路;在批判旨趣上,阿普尔致力于民主社会的教育重建,其实践策略包括将批判性反思、学校变革、民主实践的捍卫与对教育改革中赤裸裸的经济逻辑的抵制相结合的"非改革主义的改革",将教师、社区和社会活动家等众多教育利益相关者动员起来积极参与学校教育变革的"厚民主"的教育,以及旨在实现教育领域的知识分子从单纯以知识生产为目的的"学者"转变为能够基于自己所发现的知识在政治和教育层面上为追求经济、社会和教育的平等与民主开展行动的"活动家"的身份重塑。 相似文献
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Ursula Hoadley 《课程研究杂志》2015,47(6):733-749
The paper addresses the question of what we should make of Michael Young’s recent work with respect to curriculum theory by considering the particular case of South African curriculum reform. The paper thus traces two trajectories: the evolution of Michael Young’s ideas over time and South African curriculum reform in the post-apartheid period. The paper shows how the two trajectories have run in parallel, not least because of Young’s ongoing involvement and interest in South Africa. Three broad periods in Young’s career are identified: the new sociology of education period; a middle period where he engaged in substantial policy work, focusing predominantly on the relation between schooling and the economy; and his social realist phase, where much of his work has focused on an educational notion of specialized knowledge: ‘powerful knowledge’. The possibilities and limitations of this notion as it has been taken up in the research literature, and in relation to the South African case, are explored. 相似文献
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Elizabeth H. McEneaney 《课程研究杂志》2015,47(6):802-819
This article offers a critique of Michael Young’s perspective on the Internet as it relates to the knowledge-driven curriculum he supports. I argue that the Internet is a site of both theoretical knowledge and everyday concepts which challenges the differentiation of knowledge that premises much of Young’s writing. Google searches from the perspective of a student and teacher show that theoretical knowledge with vertical links to subject and disciplinary communities as well as coherence built through links between concepts is fairly readily accessed on the Internet. The importance of information literacy for students, the critical need to curate content on the web, as well as the implications for the curriculum of framing ‘knowing’ as encompassing ‘being familiar’ and comprehending’ are highlighted. 相似文献
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David P. Baker 《课程研究杂志》2015,47(6):763-772
Michael Young’s recent paper in this journal is correct; there is a profound crisis in curriculum theory, and to be intellectually viable into the future the field must strive to bring back in empirical study of curriculum. Also by ignoring the empirical content of knowledge and access to it in mass education systems throughout the world, the field’s influential neo-Marxist paradigm unproductively avoids troubling, even theoretically damning, counterfactual evidence. The historical moment to address the crisis is propitious as the ‘schooled society’ is flourishing in unprecedented participation in formal education accompanied by a robust culture of education influencing fundamental processes that construct society worldwide. A brief review of sociological studies of historical and global change in curricular form and content illustrates the challenge before the field to end its own crisis. The results also indicate a profound challenge to the field’s reigning paradigm. 相似文献
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Tonia J. Land Tonya G. Bartell Corey Drake Mary Q. Foote Amy Roth McDuffie Erin E. Turner 《课程研究杂志》2019,51(4):471-493
Elementary mathematics curriculum materials can serve as a lever for instructional change. In this paper, we promote a particular kind of instructional change: supporting teachers in learning to integrate children’s multiple mathematical knowledge bases (MMKB), including children’s mathematical thinking and children’s home and community-based mathematical funds of knowledge, in instruction. A powerful means of supporting pre-service teachers in integrating children’s MMKB in instruction may be to scaffold teachers’ noticing of potential spaces in elementary mathematics curriculum materials for connecting to children’s MMKB and then developing practices for leveraging these spaces during instruction. We focus on existing and potential spaces in written curriculum materials, or curriculum spaces, so as to better support teachers in enacting curriculum that opens spaces for connecting to children’s MMKB. 相似文献
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John Beck 《Cambridge Journal of Education》2013,43(2):177-193
This paper seeks to introduce a wider audience to a set of ideas developed by a group of sociologists of education who draw on Basil Bernstein’s late work on knowledge structures and whose epistemological stance is grounded in Social Realism. The paper’s main substantive focus is the concept of ‘powerful knowledge’ – recently popularised by Michael Young – and the implications of this notion for curriculum change. ‘Powerful knowledge’ connects with two other key ideas – ‘knowledge of the powerful’ and ‘esoteric knowledge’ – all of which have fed into recent debates about curriculum development and change. Various inter-connections between these ideas are examined. The paper concludes by identifying three chronic ‘tensions’ which impede efforts to extend powerful knowledge to socially and economically disadvantaged students. 相似文献
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罗旋 《内江师范学院学报》2012,27(2):70-72
结合数学学习理论研究杨辉的《习算纲目》,其中蕴含着诸多学习论要素,主要有以下四个方面：通过用法与例题的相互作用实现知识的迁移;通过精细加工实现对知识的长久记忆;通过对逆运算的理解实现对思维的训练;通过鼓励学习者的自主建构实现数学知识的合理发展.此外,这些学习论要素与《习算纲目》中包含的教学论和课程论要素相结合,从而能够丰富对杨辉数学教育思想的理解. 相似文献
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＂合法知识＂不是凭空生成的,它的诞生是权力运作的结果。权力与意识形态的＂默契共谋＂又为＂合法知识＂地位的巩固提供了庇护。著名教育学家迈克尔·阿普尔正是看到了＂合法知识＂与权力的关系,从而提出＂谁的知识最有价值＂的经典设问,并以此设问为核心展开研究。这类研究对于我国的教育改革具有启示作用。 相似文献