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題 名 | 課程理論的演變--一個社會學的觀點=The Involvement of Curriculum Theory--A Sociological View |
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作 者 | 徐偉民; | 書刊名 | 教育研究 |
卷 期 | 9 2001.06[民90.06] |
頁 次 | 頁197-205 |
分類號 | 521.7 |
關鍵詞 | 課程; 社會學; 後現代; Curriculum; Sociology; Post-moder; |
語 文 | 中文(Chinese) |
中文摘要 | 本文是從社會學理論演變的過程,來描述課程理論的發展。課程是一個包含政治、經濟和社會等複雜因素的專門領域。早期受到科學主義的影響,課程的設計強調外在目標的設定與直線式的流程,是一個封閉且穩定的系統,以Tyler的教學模式為代表。後來,受到社會學理論的影響,開始把社會學理論納入課程的設計與研究中,於是產生了現象學的課程理論、社會批判的課程理論、以及後現代的課程理論。課程的發展也逐漸從封閉、線性、簡單的科學化課程模式,轉向強調開放、循環、複雜的後現代課程模式。本文將描述每個時期社會學理論對課程的影響、課程的特色與比喻、以及評論,最後說明後現代課程的特色。 |
英文摘要 | The purpose of this report is to present the involvement of curriculum theories from a sociological view. Curriculum is a complicated and specific field that involves with political, economical and social factors. In the early years, curriculum emphasize goal setting and linear process influenced by scientism, and these curriculum models are close and stable system, of which Tyler's teaching model is a famous one. Later on, different sociological theories are applied to the curriculum design and research. So the theories of phenomenological curriculum, social critical curriculum and post-modern curriculum all appear one by one. Curriculum theories develop from close, linear and simple model to open, recursive and complicate post-modern ones. The paper describes sociological theories of different stages and their influence on curriculum theories, features, metaphors and comments. Finally, the features of post-modern curriculum are presented. |
本系統中英文摘要資訊取自各篇刊載內容。