| 课程知识的合法性问题--对《基础教育课程改革纲要(试行)》的社会学分析 |
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| 引用本文： | 高水红.课程知识的合法性问题--对《基础教育课程改革纲要(试行)》的社会学分析[J].教育学报,2002(8):1-4. |
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| 作者姓名： | 高水红 |
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| 作者单位： | 南京师范大学,教育科学学院,江苏,南京,210097 |
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| 摘 要： | 本文通过对《基础教育课程改革纲要》中课程知识合法性的追问发现,国家、专家等角色在本次基础教育课程改革中发生了变化。“国家”角色开始隐退,“专家”由“象征性参与者”向“事实性参与者”过渡,使课程知识合法性的主体发生了变化:课程将不纯粹是“传递统治阶级意识形态,进行阶级关系再生产的工具”;“专家”与“国家”在角色、地位上既有磨合又有争夺,从而也改变了课程知识合法性的过程:课程由社会单方“控制”的中介变为多方“认同”、“妥协”的产物。
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| 关 键 词： | 课程知识 合法性 |
| 文章编号： | 1002-5308(2002)08-0001-04 |
| 修稿时间： | 2002年4月21日 |
The validity of curriculum knowledge |
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| GAO Shui-hong.The validity of curriculum knowledge[J].Journal of Educational Studies,2002(8):1-4. |
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| Authors: | GAO Shui-hong |
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| Abstract: | Through analyzing " the design of curriculum reform in foundational education", the author heckles the validity of knowledge in curriculum . We can find the parts of nation, experts etc. all have been transformed, and the role of nation is giving its way to that of experts. At the same time, the subject of the validity of knowledge in curriculum also has been changed; Curriculum is no longer purely the tool of imparting the dominant ideology or reproducing the classes; nation and experts not only cooperate, but also contend. Such above then alters the process of validity of knowledge in curriculum, and curriculum, which once the agency of society unilaterally, becomes the production of many sides' identification and compromise. |
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| Keywords: | curriculum knowledge validity |
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