Neither national nor a curriculum
Neither national nor a curriculum
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既不是国家课程，也不是课程
DOI：
10.2304/forum.2012.54.3.369
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
R. Alexander
中科院分区：
文献类型：
--
作者：
R. Alexander
本文探讨了 2012 年 6 月国家课程提案中所揭示的政府对整个小学课程的目的和特征的看法。这些提案被发现在许多方面存在缺陷：对国际证据的使用幼稚、选择性和夸大；他们把目标视为只不过是表面的；他们对文化、知识和价值观的贫乏；降低教育标准以测试 3R 表现；延续维多利亚时代两层课程的破坏性遗产；在他们对口语的描述中，尽管人们早已知道口语在发展、学习和教学中的重要作用，但口语只不过是“闲聊”。总而言之，这些提案被认为是对政治上合规证据以外的证据的蔑视，并且严重达不到国家课程的最低要求。
This article examines the government’s view, as revealed in its June 2012 National Curriculum proposals, of the purposes and character of the primary curriculum as a whole. The proposals are found to be deficient in a number of respects: in their naive, selective and inflated use of international evidence; in their treatment of aims as no more than cosmetic; in their impoverished take on culture, knowledge and values; in their reduction of educational standards to test performance in the 3Rs; in their perpetuation of the damaging Victorian legacy of a two-tier curriculum; and in their characterisation of spoken language, despite what has long been known about its vital role in development, learning and teaching, as little more than ‘idle chatter’. In sum, the proposals are judged to betray contempt for other than politically-compliant evidence and to fall seriously short of what a national curriculum minimally entails.