二战后美国课程改革的整体特征及其带来的思考课程与教学论专业论文.docxVIP

2、一种辨证的课程改革评价观。首先，将课程改革的设计与实 2、一种辨证的课程改革评价观。首先，将课程改革的设计与实 施两个过程同时包容进评价体系中来，这是对当前单以实施过程来论 课程改革成败的评价观的反思与改进。同时，课程改革的评价标准也 并不是单一的，评价主体的多元化导致了评价标准的多元化。此外， 课程改革的评价结果也不是简单的非成即败，非赢即输，而是以一种 “多赢”的视角来看待课程改革，在这种“多赢”视角看来，每个人 都会在课程改革中有所收获。 关键词：美国课程改革特征本质评价 I 诤 AbstractU．S．A．’s Abstract U．S．A．’s cuHiculum reform is an old topic because of its being researched a lot、Vhile it is a new topi c because of being researched仔om a new an91e．Beginning with a brief reView of the facts of U．S．A．’s cuHiculum reform aRer W6rld War II，this paper tries to find the author’s own research foothold， ajld to make some explanations to relative Droblems ofU．S．A．’s CuHiculum Reform aRer Wrorld W打II． There aure three representative curriculum reforms in U．S．A． aRer W6rld W打II：disciplinary stmcture movement，carried on矗om the end of the fimes to the beginning of the sixties of the 20th centu巧；back to basis，in the seVenties；standard—based reform，since the eighties．This paper tries to study to these refoms with a comparatiVely macroscopic and whole visual，probe into some systematic characteristics which were embodied in these refornls：a kind of deep crisis awareness；a real goal and a obscure goal；motiVation仔om p01itics，economy， science and culture；resistance仔om the system，educators，multiple culture，and some interest groups；and nexible strategies． ARer analyzing the systematic ch2uracteristic of U．S．A．’s Curriculum RefIoml aRer W6rld W打II，this paper cast the staning point on curriculum reform in a la略er scale instead of U．S．A．，draw me following conclusions： l Essence of reform：a combination of risk，uncertainty and complexi钾． The risk of the refom does not merely means the possible failure of reform，but that there is no way to accurately speculate whether the ref-onn will be success允l or not．The uncellaintv of the ref-om is detennined bv the uncertain“which exist in our realization and the reality．The complexity the refom stems行om the interaction between various key elements of the ref．oml，it is a comlection