課程論

前言

　　Curriculum: Foundations, Principles, and Issues, Fifth Edition, is a book for re-searchers, theoreticians, and practitioners of curriculum. It is a basic text for thosestudying curriculum planning, development, implementation, and evaluation, aswell as a reference for teachers, supervisors, and administrators who participate incurriculum making.　　The book is a comprehensive, thoroughly documented overview of the foun-dations, principles, and issues of curriculum. Foundations are the areas of studyoutside curriculum that impact the field; principles are the means and methods usedin reflecting about the totality of curriculum and in designing, developing, imple-menting, and evaluating curriculum; issues are the current and evolving educa-tional, political, and social dynamics that influence the curriculum field.　　The book consists of a one-chapter introduction to the field plus three major parts.Part I, Foundations of Curriculum, has four chapters: one each on the curriculumsphilosophical, historical, psychological, and social foundations. Part II, Principles ofCurriculum, comprises chapters on curriculum design, development, implementa-tion, and evaluation. Part III consists of one chapter, "Curriculum Issues and Trends."　　This book differs from other curriculum texts in several ways. Most texts focuson either theory or practice. Some texts advance a particular political or social po-sition. Others approach the field of curriculum as an administrative challenge. Thistext provides a balanced, comprehensive view of the field of curriculum. We haveavoided taking a particular philosophical, educational, political, or social stance.Instead, we have aimed at providing a complete view of the field of curriculum sothat readers can consider choices and formulate their own views on curriculumfoundations, principles, and issues. In short, we have supplied a mix of materialsto help researchers and practitioners develop their own interpretations of thefield——past, present, and future.　　The book provides three instructional and learning tools: Curriculum Tips, Fo-cusing Questions, and overview tables. Curriculum Tips give practical meaning tothe research and insights into the curriculum process. The Focusing Questions atthe beginning of each chapter orient the reader and set the stage for the chaptersmain ideas. The overview tables make learning more meaningful and provide sum-maries of the major concepts and principles discussed in the chapter.　　Every textbook results from the participation of many people. We are gratefulto all. We particularly thank those who reviewed the manuscript: Kimberly Bilica,Cynthia J. Chapel, and Angela Koppang.　　We also want to acknowledge the contributions of Kelly Villella Canton, serieseditor at Allyn and Bacon, in the production of the book. Additional thanks to GregErb, the production editor. Their efforts are much appreciated.

內(nèi)容概要

這是一本經(jīng)典的課程論教材，全書從根本上圍繞這樣一個(gè)重大課題而展開：作為教育者，我們應(yīng)該如何應(yīng)對(duì)變革的社會(huì)對(duì)學(xué)校教育和課程提出的挑戰(zhàn)?本書視野寬廣，但不失思考的深度；視角獨(dú)特，但始終不偏離探討的主題。相信這本書對(duì)于我國的讀者深入了解課程研究領(lǐng)域大有裨益。

作者簡(jiǎn)介

艾倫·C·奧恩斯坦（Allan C．Ornstein），美國著名教育學(xué)家，畢業(yè)于紐約大學(xué)，并獲得博士學(xué)位，為圣約翰大學(xué)終身教授。在任教師的同時(shí)，他還受聘于60多個(gè)政府機(jī)構(gòu)和教育機(jī)構(gòu)擔(dān)任顧問。奧恩斯坦博士是福爾布萊特·海耶斯（Fulbright Hayes）學(xué)者和評(píng)審委員會(huì)成員、ETS考

書籍目錄

課程技巧 前言 　第一章 課程的領(lǐng)域 　　課程研究的取向 　　課程的定義 　　課程的基礎(chǔ) 　　課程的范圍 　　理論與實(shí)踐 　　課程工作者的角色 　　小結(jié) 第一部分 課程的基礎(chǔ) 　第二章 課程的哲學(xué)基礎(chǔ) 　　哲學(xué)與課程 　　主要的哲學(xué)觀點(diǎn) 　　教育哲學(xué)觀 　　小結(jié) 　第三章 課程的歷史基礎(chǔ) 　　殖民地時(shí)期（1642—1776） 　　美國建國時(shí)期（1776—1850） 　　19世紀(jì)歐洲的教育家 　　普及教育崛起的時(shí)期（1820—1920） 　　過渡時(shí)期（1893—1918） 　　課程作為一個(gè)研究領(lǐng)域的 　　誕生（1918—1949） 　　當(dāng)前聚焦 　　小結(jié)   第四章 課程的心理學(xué)基礎(chǔ) 　　行為主義 　　認(rèn)知主義心理學(xué) 　　現(xiàn)象學(xué)和人本主義心理學(xué) 　　小結(jié) 　第五章 課程的社會(huì)基礎(chǔ) 　　社會(huì)、教育和學(xué)校 　　后現(xiàn)代家庭 　　道德教育 　　學(xué)校會(huì)制造差異嗎 　　學(xué)習(xí)和成就（1980—1990） 　　小結(jié) 第二部分 課程的原理 　第六章 課程設(shè)計(jì) 　　連接概念 　　設(shè)計(jì)的成分 　　設(shè)計(jì)課程需要考慮的基本維度 　　具有代表性的課程設(shè)計(jì)模式 　　小結(jié) 　第七章 課程開發(fā) 　　技術(shù)—科學(xué)取向 　　非技術(shù)一非科學(xué)取向 　　課程開發(fā)的幾個(gè)階段 　　課程開發(fā)的參與者 　　小結(jié) 　第八章課程實(shí)施 　　實(shí)施的本質(zhì) 　　實(shí)施過程中的漸變過程 　　課程實(shí)施模式 　　關(guān)鍵角色 　　小結(jié) 　第九章 課程評(píng)價(jià) 　　評(píng)價(jià)的本質(zhì)和目的 　　評(píng)價(jià)的取向 　　評(píng)價(jià)模式 　　評(píng)價(jià)的步驟 　　考試 　　選擇性評(píng)價(jià) 　　評(píng)價(jià)中的人為因素 　　評(píng)價(jià)中的關(guān)鍵角色 　　小結(jié) 第三部分 課程的問題 　第十章 課程領(lǐng)域的問題和發(fā)展趨勢(shì) 　　改造教育 　　教育政治學(xué)和教育社會(huì)學(xué) 　　道德教育 　　學(xué)術(shù)標(biāo)準(zhǔn)和考試 　　技術(shù)、媒體和課程 　　小結(jié) 人名索引 主題索引

章節(jié)摘錄

　　Taking the NCLB at face value, all students are required to reach proficiency onstate reading and math tests by 2014. States are judged on yearly progress and pe-nalized, including by loss of federal funds, if proficiency declines. Currently statesuse their own definition of proficiency. Obviously, those "states that have the barlower will have an easier time meeting the mark and avoiding federal sanctions,"71but state officials and education policy makers can be expected to address these dif-ferent standards eventually.　　In 2003, no states students did better on the NAEP in 4th grade reading thanon the states exam, and only two states students did better at the eight gradelevel （Vermont, 3 percent difference; Missouri, 2 percent difference）. Two statesstudents did better on the NAEP 4th grade math test than on their own state ex-ams （Vermont, 2 percent; Massachusetts, I percent）, and three states students didbetter on the NAEP 8th grade math test （Massachusetts, I percent; South Carolina,7 percent; Missouri, 14 percent）.

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　　美國最暢銷的課程論導(dǎo)論性教材之一　　全景式地對(duì)課程領(lǐng)域進(jìn)行深入探討　　課程設(shè)計(jì)、開發(fā)、實(shí)施與評(píng)價(jià)的指導(dǎo)手冊(cè)

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