| | | | | 人本主义课程范式及其超越探析 | | | 李勇 | | | 在科学主义课程范式的合理性面临挑战时人本主义课程范式应运而生。人本主义课程范式突出了人在课程中的应有之义,它对于释放人的主体性,促进其全面发展,乃至建构一个合理化的社会体制都有极大的帮助。然而,人本主义课程范式也存在瑕疵:过于重视个人和自我人本主义课程观从人性的角度出发追求自我的完善,从人本主义课程范式我们不难看出现代课程论的进步与局限。后现代课程研究正是对现代课程论研究的反省和超越产生的。笔者仅通过对生态主义课程范式探讨来揭示生态主义课程范式对人本主义课程范式的超越。
【作者单位】：西南大学教育学院 重庆400715
【关键词】：科学主义课程;人本主义课程;生态主义课程;范式;超越
【分类号】：G423
【DOI】：CNKI:ISSN:1671-9743.0.2007-02-062
【正文快照】：
“范式”来自希腊文,意指“模范”或“模型”。托马斯.库恩在1962年《科学革命的结构》一书中首次使用“范式”(Paradigm)这一概念。作者用这个词来说明科学理论发展的某种规律性,即某些重大科学成就形成科学发展中的某种模式,因而形成一定观点和方法的框架。笔者认为,范式的本质内涵在于“信念、问题与解题方式”的统一,不能取其一而舍其他,在范式的各个指标中尤以“信念”为主,它制约着范式的本质和方向。以此理论为基础,在课程研究领域中,我们可以将课程研究的理论划分为不同的范式,诸如人本主义课程范式、科学主义课程范式等等。迄今为… | | |  推荐 CAJ下载  PDF下载 | | | CAJViewer7.0阅读器支持所有CNKI文件格式，AdobeReader仅支持PDF格式 | | | | Try to Analyze to Transcend the Paradigm of Humanistic Curriculum | | | LI Yong(Graduation School of Southwest University;Chongqing 400715) | | | The paradigm of humanistic curriculum emerges as the times require when the rationality of scientism paradigm of curriculum faces with challenging.The paradigm of humanistic curriculum gives prominence to the meaning of the human in curriculum.It is much helpful for releasing main body of human promoting the human complete developing etc.However,the flaws lie in the paradigm of humanistic curriculum too.The views of thinking much of individual and self-humanistic curriculum seek self-perfect from the point of view of human.The study of Post-Modern curriculum has been procreanted by the self-reflection and transcending of the study of modern curriculum.The penman only discusses the paradigm of ecologism curriculum to open out how the paradigm of humanistic curriculum is transcended by the paradigm of ecologism curriculum.
【Keyword】：scientism curriculum;humanistic curriculum;ecologism curriculum;the paradigm;transcend |
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