近现代英国科学课程的变革探析——兼课程改革的驱动力分析
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摘要
近现代英国的教育观念及学校课程所经历的根本性变革都与近代广泛兴起的科学革命、产业革命息息相关。依据探究近代教育观念的转型及新旧课程论的辩论,获得科学课程的主要特征,此类特征在课程目标、功能、内容及方法上都呈现出关注科学实验、服务实践和增大幸福等近代社会思想变革的倾向。应用要素分析法,概括得出内外部两类推动近现代课程改革的驱动力,包括知识价值观,课程的自我否定,科技进步,经济效率,国际竞争及国防教育等。虽历经数百年,实质上这些驱动力则以变换的形式依然成为分析课程变革的关键成功要素。
The fundamental changes in modern British educational concepts and school curriculums are closely related to scientific and industrial revolutions. This paper analyzed the changes in modern British education and the discussions on traditional and modern education theories, and then explained the major characteristics of scientific curriculum, which exhibited the tendency of changes in modern ideology, such as, focusing on scientific experiments, paying more attention to service practice and people's happiness. All this is clearly demonstrated in teaching objectives, functions, contents and methods of the curriculums. By using factor analysis, this paper pointed the inside and outside driving forces for modern curriculum reform, which include concepts about the value of knowledge, curriculum self-denial, scientific and technological progress, economic efficiency, international competition and notional defense education. These forces have always been the key elements in successful analysis of curriculum reforms in the past hundreds of years.
The fundamental changes in modern British educational concepts and school curriculums are closely related to scientific and industrial revolutions. This paper analyzed the changes in modern British education and the discussions on traditional and modern education theories, and then explained the major characteristics of scientific curriculum, which exhibited the tendency of changes in modern ideology, such as, focusing on scientific experiments, paying more attention to service practice and people's happiness. All this is clearly demonstrated in teaching objectives, functions, contents and methods of the curriculums. By using factor analysis, this paper pointed the inside and outside driving forces for modern curriculum reform, which include concepts about the value of knowledge, curriculum self-denial, scientific and technological progress, economic efficiency, international competition and notional defense education. These forces have always been the key elements in successful analysis of curriculum reforms in the past hundreds of years.
引文
[1]罗素.西方哲学史[M].何兆成,李约瑟,马元德,译.北京:商务印书馆,1988:147.
[2]张丽.近代英国科学教育历史发展初探[D].上海:华东师范大学,1998:2,22-27.
[3]John S.Brubacher.A History Of The Problems Of Education[M].New York:Mcgraw Hil Book Company,1947:259.
[4]John Lawson&H.Svilver.A Social History Of Education in England[M].London.:Methuen&Coltd,1973:206-207.
[5]Micheal Hprice(edited).The Development o The Secondary Curriculum[M].London:Crom Helm,1986:83,97.
[6]徐辉,郑继伟.英国教育史[M].长春:吉林人民出版社,1993:232.
[7]赫·斯宾塞.教育论[M].胡毅,译.北京:人民教育出版社,1988:9,26.
[8](英)丹尼斯·劳顿,等.课程研究的理论与实践[M].张渭城,环惜吾,黄明皖,等,译.北京:人民教育出版社,1985:186.
(1)功利主义哲学和价值取向:是一种兴起于19世纪初期的近代英国哲学上的革新思潮,其著名代表人物有边沁(Jeremy Bentham)及斯宾塞(Herbert Spencer)。作为与经院哲学及形而上学相对立的新思潮,与这一时期广泛兴起的实证哲学相互响应,其核心价值取向集中体现追求世俗幸福、科学实证及个人奋斗等时代观念。
[2]张丽.近代英国科学教育历史发展初探[D].上海:华东师范大学,1998:2,22-27.
[3]John S.Brubacher.A History Of The Problems Of Education[M].New York:Mcgraw Hil Book Company,1947:259.
[4]John Lawson&H.Svilver.A Social History Of Education in England[M].London.:Methuen&Coltd,1973:206-207.
[5]Micheal Hprice(edited).The Development o The Secondary Curriculum[M].London:Crom Helm,1986:83,97.
[6]徐辉,郑继伟.英国教育史[M].长春:吉林人民出版社,1993:232.
[7]赫·斯宾塞.教育论[M].胡毅,译.北京:人民教育出版社,1988:9,26.
[8](英)丹尼斯·劳顿,等.课程研究的理论与实践[M].张渭城,环惜吾,黄明皖,等,译.北京:人民教育出版社,1985:186.
(1)功利主义哲学和价值取向:是一种兴起于19世纪初期的近代英国哲学上的革新思潮,其著名代表人物有边沁(Jeremy Bentham)及斯宾塞(Herbert Spencer)。作为与经院哲学及形而上学相对立的新思潮,与这一时期广泛兴起的实证哲学相互响应,其核心价值取向集中体现追求世俗幸福、科学实证及个人奋斗等时代观念。