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題 名 | 後結構文本的課程論述、批判及跨越=Post-structuralism Text: Curriculum Discourse, Criticism and Transcendence |
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作 者 | 蔡宗河; | 書刊名 | 課程與教學 |
卷 期 | 11:2 2008.04[民97.04] |
頁 次 | 頁127-154 |
分類號 | 521.7 |
關鍵詞 | 課程理論; 課程研究; 後結構主義; Curriculum theory; Curriculum research; Post-structuralism; |
語 文 | 中文(Chinese) |
中文摘要 | 自從Schwab和Pinar於70年代對強調效率導向的課程提出批判後,課程理論及研究產生很大的轉變。Pinar(1995)等人提出「課程再概念」,引進不同的理論來了解課程的複雜面向;其後,他運用「文本」(text)來擴大課程的意義。後結構主義主要是法國部分學者如Foucault及Derrida為反對結構主義所提出,後來部分美國課程學者引用其觀點,做為課程論述的方式,以擴大課程研究的層面,延伸教學理解的視野,有助於我們從不同的面向理解課程的意義。有鑑於此,本文將從後結構的角度,了解課程論述的內涵,並對這些論述提出批判,最後試圖進一步跨越後結構文本課程論述的侷限,希望能對課程理論及研究有所助益。 |
英文摘要 | After Schwab and Pinar in 1970's seriously criticized the efficiency-oriented curriculum research, curriculum theory and research have made a drastic change. In 1975, to help understand the complicated facets of a curriculum, Pinar et al. raised the concept of "curriculum reconceptualization", which includes various theories. From then on, Pinar used the term "text" to extend the very meaning of curriculum. Historically speaking, the prevalence of post-structuralism mainly came from French scholars such as Foucault and Derrida, who argued against structuralism. Years later, numerous American curriculum theorists incorporated their viewpoints and developed the method to gain insight into the curriculum research. Functionally, it enlarged the scope of curriculum research, broadened the horizon of pedagogical understanding, and facilitated the realization of curriculum significance from diverse viewpoints. Based on the viewpoints of post-structuralism text, this paper aims firstly to ascertain the intention of curriculum discourse in a tone of criticism and then to further this research beyond its limit. |
本系統中英文摘要資訊取自各篇刊載內容。