建设性后现代主义课程观的研究.pdf..pdf.pdf

摘要摘要建设性后现代主义课程观产生于20世纪80年代中后期,它是将建设性后现代主义哲学运用到课程领域后,形成的一种后现代课程观。它批判现代主义框架中的课程目标是预设的、课程内容是封闭的、课程的实施方式是灌输、课程评价的主要功能是区分。建设性后现代主义课程观试图扭转这种状况。在后现代主义的框架下,课程目标由预设走向生成、课程内容由封闭走向开放、课程实施由灌输走向对话、课程评价由区分功能走向促进发展的功能。这种以开放性、多元性、创造性、内在性为主要特征的课程观, 为课程研究领域提供了一种全新的视角,对课程改革也有积极的建设性意义。全文分为五个部分: fji『言。阐述了这一论题的提出、研究思路和意义,并比较详尽地界定了后现代主义和建设性后现代主义课程观的概念。第一章介绍了建设性后现代主义课程观的理论基础。建设性后现代主义哲学是该理论的哲学基础,此外,还吸收了皮亚杰的生物学世界观、普利高津的耗散结构理论和过程哲学的观点。第二章介绍了代表人物的课程观点。分别对多尔和斯拉特瑞的课程观进行了描述。第三章总结了建设性后现代主义课程观的特点,并进行了简要评价。第四章借鉴建设性后现代主义课程观,对我国课程改革提出了比较系统的建设性意关键词建设性后现代主义课程 Abstract Abstract The constructive postmodem curriculum theory was prosperoused inthelate80’sof20th ’S part ofpostmodern curriculum theory with apply theconstructivepostmodem philosophy tothe criticizesthemodem curriculum theory,for thetarget of curriculum ispreinstalled,the content of curriculum isclosed,the implementation modalities ofcurriculum isindoctrination,and themain function ofevaluation isdistinction. The constructive postmodem curriculum theory tries to reverse this the framework ofPostmodemism,the target ofcurriculum move towords to generation from preinstalled,the content ofcurriculum move towords toopen from closed,theimplementation modalities ofcurriculum move towords to discourse from indoctrination,and the main function ofevaluation move towords topremote development from kind of curriculum theory ischaracterized by opening,diverisity,creativity and affect the fieldofcurriculum by providing anew perspective and alsoprovide fully constuctive advices for thereformation ofCumculum. The dissertation isdevided intofiveparts: thispart,the reason forputting forward and thesignificance ofthestudy are analyzed,and theconception ofpostmodemism and constructivepostmodem curriculum theory willbedefinited exhaustive. Chapter one,the theoretical foundation ofconstructivepostmodem curriculum theory are istheconstructive postmodern