Curriculum: from theory to practice
Curriculum: from theory to practice
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课程：从理论到实践
DOI：
10.1080/03055698.2012.717262
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发表时间：
2013
影响因子：
1.7
通讯作者：
Brandon L. Moore
中科院分区：
文献类型：
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作者：
Brandon L. Moore
著名的课程和教育基础学者，在他的新书《课程：从理论到实践》中，对课程理论和实践进行了全面的考察。他指出，当今教育中存在着五种课程传统，每一种传统在处理当代课程问题时都可以发挥作用。第一部分介绍了什么是课程及其重要性，论述了五种课程传统，在第二部分从理论走向实践，并提供了几个课程困境案例研究，以进一步讨论课程实践。根据教育部的说法，“课程是教育的核心.[并且]是一个具体、有形的主题，总是与机构内的决策联系在一起”（2011年，第1页）。课程并不总是与教育相关的热门辩论话题，但课程受到教育决策的影响，无论是与预算，技能，标准，标准化测试还是新课程的采用。正是因为这个原因，我们今天需要考虑关于课程的理论和实践。了解过去的影响，五个主要的理论课程传统，以及如何在现实世界中使用这些知识是本书的内容。它所倡导的课程传统主要有系统课程传统、存在主义课程传统、激进课程传统、实用主义课程传统和慎思课程传统。我发现最吸引人的是，这本书不仅概述了每一种课程传统，还提供了代表传统的当代例子，传统的背景，包括推进传统的主要理论家，以及每一种传统的优点和缺点。本书以令人信服的方式介绍了主要的理论思想家，从当代教育家和作者开始，然后提供每个课程传统的历史背景。这些信息对于课程与教学的学生来说是绰绰有余的，可以让他们了解不同的理论观点以及与每一种观点相关的主要思想家，所以这本书可以作为本科生或研究生水平的课程教科书。在《课程：从理论到实践》一书中，他为在面对主要的课程问题时使用审议传统提供了一个结构化的、理由充分的论证。该课程的问题包括：“应该教什么，教谁，在什么情况下，如何，以及以什么为目的？”以及“我们应该使用什么过程来决定我们的课程应该在特定的学校，学院或大学背景下”（2011年，5）。这些问题是最前沿的，因为它引导我们通过主要的课程传统，它们是参与形成，采用或选择课程的教育环境中的个人的重要问题。
Null, noted curriculum and educational foundation scholar, presents a thorough examination of curriculum theory and practice in his new book, Curriculum: From Theory to Practice. Null declares that there are five curriculum traditions that exist in education today and each one has a role to play in dealing with contemporary curriculum problems. Null first offers an introduction to what curriculum is and why it matters, addresses the five curriculum traditions, moves from theory to practice in section two and offers several curriculum dilemma case studies to further the conversation about the practice of curriculum. According to Null,“Curriculum is at the heart of education…[and] is a specific, tangible subject that is always tied to decision making within institutions”(Null 2011, 1). Curriculum is not always the topic of popular debate related to education, but curriculum is affected by education decision-making, whether it is related to budgeting, skills, standards, standardised testing or new curriculum adoption. It is for precisely this reason we need to consider both theory and practice regarding curriculum today. Knowing the influences of the past, the five major theoretical curricular traditions, and how to use this knowledge in real-world scenarios is what this book is about. The major curriculum traditions offered by Null include systematic, existentialist, radical, pragmatic and deliberative curriculum. What I found most fascinating is that Null offers not only an overview of each curricular tradition, but also contemporary examples that represent the tradition, a background of the tradition, to include the major theoreticians that have advanced the tradition, as well as a look at strengths and weaknesses of each one. Null presents the major theoretical thinkers in a compelling way, beginning with contemporary educators and authors before providing the historical background of each curricular tradition. This information is more than adequate for a student of curriculum and instruction to learn of the different theoretical perspectives and the major thinkers related to each one, so this book would serve well as an undergraduate or graduate level textbook on curriculum.In Curriculum: From Theory to Practice, Null provides a structured, well-reasoned argument for using the deliberative tradition when confronting the major curriculum questions. The curriculum questions Null addresses include:“What should be taught, to whom, under what circumstances, how, and with what end in mind?” as well as “What processes should we use to decide what our curriculum ought to be within a particular school, college, or university context”(Null 2011, 5). These questions are at the forefront as Null guides us through the major curricular traditions and they are vital questions for individuals involved in the formation, adoption or choice of curriculum for an educational setting.