| 美国中小学课程的意识形态述评 |
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| 引用本文： | 赵蒙成.美国中小学课程的意识形态述评[J].外国中小学教育,2012(8):45-52. |
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| 作者姓名： | 赵蒙成 |
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| 作者单位： | 苏州大学教育学院 苏州215123 |
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| 基金项目： | 江苏省教育厅高校哲学社会科学08年度一般项目“自我导向的学习:理论与应用”(编号:08SJB8800027)的成果之一 |
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| 摘 要： | 课程意识形态对课程实践具有重要的影响.美国中小学的课程意识形态复杂多样,重要的课程意识形态包括正统的宗教观念、理性人文主义、进步主义、批判理论、概念重构主义,以及认知多元主义等六种.这些课程意识形态的核心观点差异很大,而且前两种课程意识形态对课程实践产生了很大影响,而后四种课程意识形态基本上局限于理论层面.
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| 关 键 词： | 美国 课程意识形态 课程实践 |
On the Curriculum Ideologies of Elementary and Secondary Schools in US |
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| Authors: | ZHAO Mengcheng |
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| Institution: | ZHAO Mengcheng |
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| Abstract: | Curriculum ideologies have tremendous impact on curriculum practice.There are complicated and multiple curriculum ideologies in the curriculum of the American elementary and secondary schools,among them six important ones are Religious Orthodoxy,Rational Humanism,Progressivism,Critical Theory,Reconceptualism,and Cognitive Pluralism.Great differences are among these six curriculum ideologies,the first two have great impact on curriculum practice while the latter four are almost restricted to theory field. |
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| Keywords: | US Curriculum ideologies Curriculum practice |
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