| 课程概念：演变与冲突 |
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| 引用本文： | 杨中枢,郑学燕.课程概念：演变与冲突[J].西北师大学报,2004,41(3):91-95. |
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| 作者姓名： | 杨中枢 郑学燕 |
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| 作者单位： | 西北师范大学教育科学学院，西北师范大学教育科学学院 甘肃兰州 730070，甘肃兰州 730070 |
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| 摘 要： | 20世纪,课程曾被定义为:系统的学科知识;学生的经验;教学计划;工艺系统等。人们在课程概念上的分歧反映出课程与教学的二元对立与冲突以及认识课程内涵的困难。及时吸取相关学科研究的新成果,拓展课程研究领域,深入研究课程问题是理解课程内涵的重要途径。
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| 关 键 词： | 课程 课程概念 演变 冲突 |
| 文章编号： | 1001-9162(2004)03-0091-05 |
| 修稿时间： | 2004年3月1日 |
Conceptions of Curriculum:Changing and Conflicting |
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| YANG Zhong-shu,ZHENG Xue-yan.Conceptions of Curriculum:Changing and Conflicting[J].Journal of the Northwest Normal University(Social Sciences),2004,41(3):91-95. |
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| Authors: | YANG Zhong-shu ZHENG Xue-yan |
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| Abstract: | During the twentieth century,curriculum has been variously defined as: the systematic subject knowledge;the experiences of learning;the instructional plan;the technological system ect.The bifurcation of conceptions of curriculum reflects not only the dualistic opposition and conflicts of curriculum and instruction,but also the difficulty in acquiring the meaning of curriculum.Imbibing new progeny of correlative subjects'research,developing the field of study of curriculum and researching issues of curriculum thoroughly are the important approach to catch on the meaning of curriculum. |
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| Keywords: | curriculum conception of curriculum changins conflicting |
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