Curriculum thinking, ‘capabilities’ and the place of geographical knowledge in schools
Curriculum thinking, ‘capabilities’ and the place of geographical knowledge in schools
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课程思维、“能力”以及地理知识在学校中的地位
DOI：
10.20799/jerasskenkyu.81.0_1
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
D. Lambert
中科院分区：
文献类型：
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作者：
D. Lambert
本文认为，教育中的课程思想对地理课堂教学内容的选择产生了巨大的影响。虽然这似乎是不言自明的，但我们要记住，至少在英国，课程的概念只是在20世纪的最后25年才真正出现在地理教育思想中。在此期间，学校的课程思维成功地巩固了“目标”的重要性。本文认为，虽然在许多方面是有益的，以目标为导向的课程规划和开发可以说是有点粗心的知识，甚至破坏了知识在课堂上的位置。本文主张重新强调知识主导的课程设置，作为真正进步的教育实践的基石之一。它介绍了一种可能性的能力的方法作为一种启发式的连接和协调目标为主导的和知识为主导的课程思想和行动。
This paper argues that curriculum thinking in education has been enormously influential on selecting what is taught and learned in geography classrooms. Although this may appear to be self-evident, we are reminded that in the UK at least the idea of curriculum only really emerged in geography educational thought in the last quarter of the twentieth century. During this time curriculum thinking in schools has managed to cement the importance of ‘aims’. This paper argues that although beneficial in many ways, aims-led curriculum planning and development has arguably been somewhat careless with knowledge, and has even undermined the place of knowledge in the classroom. The paper argues for a re-emphasis on knowledge-led curriculum making, as one of the cornerstones of genuine progressive educational practice. It introduces the possibility of a capabilities approach as a heuristic to connect and reconcile aims-led and knowledge-led curriculum thought and action.