20世纪美国课程史研究的范式转换

doi:10.3969/j.issn.1005-6378.2017.02.004

河北大学学报(哲学社会科学版) ›› 2017, Vol. 42 ›› Issue (2): 24-30.DOI: 10.3969/j.issn.1005-6378.2017.02.004

20世纪美国课程史研究的范式转换

朱治军

华东师范大学教育学系，上海200062

收稿日期:2016-10-08 出版日期:2017-03-25 发布日期:2017-03-25
作者简介:朱治军（1985—），男，河南洛阳人，华东师范大学教育学部博士研究生，主要研究方向：外国教育史、美国课程史。
基金资助:
全国教育科学“十二五”规划国家一般项目“教师共同体的构建：美国大学教师发展制度的历史研究”（BOA120098）；2016-2017年度“联校教育社科医学研究论文奖计划”（JX2016016）

The Paradigm Shift of American Curriculum History in 20th Century

ZHU Zhi jun

Department of Education, East China Normal University, Shanghai 200062, China

Received:2016-10-08 Online:2017-03-25 Published:2017-03-25

摘要/Abstract

摘要： 借用库恩的范式及范式转换的理论考察了20世纪美国课程史研究中相继兴起的传统史、社会史和新文化史三种研究范式。不同范式之间并非取代关系；推动范式转换的内在因素是不同时期美国学校课程内涵的变化和课程理论的发展；范式转换的过程体现了美国课程史研究不断增强的学科理论自觉性与开放性。

关键词: 美国课程史, 范式转换, 传统史, 社会史, 新文化史

Abstract: According to Kuhn’s paradigm theory, this paper examines the paradigm of traditional history, social history and new cultural history in the research of American curriculum history in 20th Century. Different paradigms can not substitute. each other. The internal factor of promoting the shifting of paradigm is the change of curriculum connotation and the development of curriculum theory during different periods. The paradigm shift reflects the continuously enhanced theoretical consciousness and openness in the study of American curriculum history.

Key words: American curriculum history, paradigm shift, traditional history, social history, new cultural history

中图分类号:

G423
G40-09

朱治军. 20世纪美国课程史研究的范式转换[J]. 河北大学学报(哲学社会科学版), 2017, 42(2): 24-30.

ZHU Zhi jun. The Paradigm Shift of American Curriculum History in 20th Century[J]. JOURNAL OF HEBEI UNIVERSITY (Philosophy and Social Science), 2017, 42(2): 24-30.

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20世纪美国课程史研究的范式转换

The Paradigm Shift of American Curriculum History in 20th Century

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