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題名：現代與後現代課程論爭之平議
書刊名：師大學報. 教育類
作者：單文經 引用關係
作者(外文)：Shan, Wen-jing
出版日期：2002
卷期：47:2
頁次：頁123-141
主題關鍵詞：現代觀課程論；後現代觀課程論；課程理論；課程研究；Modern；Postmodern；Curriculum theory；Curriculum inquiry
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(11) 博士論文(11) 專書(0) 專書論文(2)
  • 排除自我引用排除自我引用:11
  • 共同引用共同引用:240
  • 點閱點閱:191
　　　　　若將「現代」與「後現代」的參照架構放在課程領域，探討其涵義，會發現二者之間存在著一些爭論。本文主旨在分析此一爭論，試圖找出爭論的關鍵，並提出超越爭論的建議。本文除分析此二種課程觀的涵義，評論其限制之外，並且指出該項爭論的核心乃在於：課程研究應著重於理論與實務的緊密連接，以便指引班級教學實務的進行．抑或應針對現行學校教育或課程，進行解構、批判與重定疆域以便將課程再概念化，以免課程的內涵失之於狹陸。文末試擬一套問題作為框架，以便指引課程的發展，希望這些問題可以讓課程發展者有機會包容現代觀課程論者所提倡的教育目標，也可以兼顧後現代課課程論者所強調的彈性、動態，以及回應等特性。
　　　　　"Modern" and "postmodern" are relative notions based on the concept of "modernity". Scholars seem to disagree on the difference between "modern" and "postmodern" views of education or curriculum. The paper will try to take an objective look at the debate between modern and postmodern views of curriculum theory. It will do so by pinpointing several key questions that need to be addressed by curriculum practitioners. The paper is divided into six sections. First, its general background is introduced. The second and third sections explicate the modern view of curriculum, the fourth and fifth sections the postmodern view. In the final section, the core concepts of the modern vs. postmodern debate are clarified. The author argues that these two views can in fact be integrated to the benefit of curriculum practitioners.
期刊論文
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3.酒井直樹、白培德(19980600)。現代性與其批判：普遍主義與特殊主義的問題。臺灣社會研究，30，205-236。new window  延伸查詢new window
4.Greene, M.(1977)。The artistic-aesthetic and curriculum。Curriculum Inquiry，6(4)，271-296。  new window
5.Giroux, H. A.(1994)。Teachers, public life, and curriculum reform。Peabody Journal of Education，69(3)，35-47。  new window
6.周珮儀(20010100)。追求社會正義的課程理論--H. A. Giroux課程理論之探究。教育研究集刊，46，1-30。new window  延伸查詢new window
7.Rust, V. D.(1991)。Postmodernism and Its Comparative Education Implication。Comparative Education Review，35(4)，610-626。  new window
8.歐用生(19980600)。後現代社會的課程改革。國民教育，38(5)，3-11。  延伸查詢new window
9.Doll, W. E.(1993)。Curriculum possibilities in a post-future。Journal of Curriculum and Supervision，8(4)，277-292。  new window
10.Tyler, R, W.(1968)。Purposes for our schools。National of secondary school principals，52(332)，1-12。  new window
11.Resnick, D. P.、Resnick, L. B.(198504)。performance: A historical and comparative perspective。Educational Researcher，14(4)，5-20。  new window
12.周珮儀(19991100)。當代課程理論的新趨勢：從社會批判到後現代。國教學報，11，259-282。  延伸查詢new window
13.沈清松(20000800)。在批判、質疑與否定之後--後現代的正面價值與視野。哲學與文化，27(8)=315，705-716+805。new window  延伸查詢new window
14.Giroux, H. A.(1990)。Curriculum theory, textual authority, and the role of teachers as public intellectuals。Journal of Curriculum and Supervision，5(4)，361-383。  new window
15.單文經(20000700)。析論抗拒課程改革的原因及其對策--以國民中小學九年一貫課程為例。教育研究集刊，45，15-34。new window  延伸查詢new window
16.黃光雄(19920400)。潛在課程的概念。南投文教，3，39-50。  延伸查詢new window
17.周佩儀(1997)。後現代課程的理論基礎。教育資料與研究，17，58-62。new window  延伸查詢new window
18.洪曉楠(1999)。論利奧塔的後現代科學哲學。哲學雜誌，30，164-177。  延伸查詢new window
19.Apple, M. W.(1990)。The Politics of Official Knowledge in the United States。Journal of Curriculum Studies，22(4)，377-400。  new window
20.Contas, M. A.(1998)。The changing nature of educational research and a critique of postmodernism。Educational Researcher，27(2)，26-33。  new window
21.Hlebowitsh, P. S.(1997)。The search for the curriculum field。Journal of Curriculum Studies，29(5)，507-511。  new window
22.Hlebowitsh, P. S.(1999)。The burdens of the New Curriculularists。Journal of Curriculum Inquiry，29(3)，343-354。  new window
23.Hunkins, F. P.、Hammill, P. A.(1994)。Beyond Tyler and Taba: Reconceptualizing the curriculum process。Peabody Journal of Education，69(3)，4-18。  new window
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26.Martin, J.、Sugarman, J.(1993)。Beyond methodology: Two conceptions of relations between theory and research on teaching。Educational Researcher，22(8)，17-24。  new window
27.Pinar, W. F.、Bowers, C. A.(1992)。Politics of curriculum: Origins, controversies, and significance of critical perspectives。Review of Research in Education，17，163-191。  new window
28.Psoner, G. J.(1982)。A cognitive science conception of curriculum and instruction。Journal of Curriculum and Instruction，14(4)，343-351。  new window
29.Slattery, P.(1995)。A postmodern vision of time and learning: A response to the National Educational Commission Report Prisoners of Time。Harvard Educational Review，65(4)，612-633。  new window
30.Yang, S. K.(1998)。Universalism or localization? Issues of knowledge legitimization in comparative education。Tertium Comparationis，4(1)，1-9。  new window
會議論文
1.方德隆(2001)。課程改革的社會學分析。課程與教學論壇。  延伸查詢new window
2.周淑卿(2001)。課程發展中教師與學生的處境。第四屆課程與教學論壇，中華民國課程與教學學會、國立中正大學教育研究所主辦 。嘉義：國立中正大學。1-13。  延伸查詢new window
3.周淑卿(2002)。學校文化「再造」與課程改革的「績效」－臺灣九年一貫課程實施的觀察。臺北。  延伸查詢new window
4.張建成(2001)。批判教學論在課程研究上的應用。嘉義。  延伸查詢new window
5.Tyler, R. W.(1957)。The Curriculum then and now。Princeton, NJ。  new window
6.Yang, S. K.(2001)。Citizenship and civic education from modernity to postmodernity。Taipei。  new window
學位論文
1.楊洲松(1998)。李歐塔後現代知識論述及其教育意義(博士論文)。國立師範大學，台北市。new window  延伸查詢new window
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