摘要
新课程改革以来的学术之争以“钟王之争”为代表，钟王的学术之争经历了关于知识观、课程改革方向和课程理论基础的三次交锋，究竟应该如何看待新课程改革理念和凯洛夫教育学思想？通过对两者的境遇、实践品格、理论品格和意义的分析，我们认为我国的课程改革需要建立自身的课程理论，应立足本国的社会现实，发挥课程共同体的效力。
The dispute between professor Zhong and Wang about curriculum reform has experienced three conflictions on the concept of knowledge, the direction and the basic theory of curriculum reform. How should we regard the new curriculum rationale and Kairov＇s pedagogy？ By analyzing their circumstances, practical character, theoretical character and significance, we suggest that the curriculum reform in China should set up its own curriculum theory, be rooted in its social property and exert the effort of curriculum as community.
出处
《课程．教材．教法》
CSSCI
北大核心
2009年第7期10-16,共7页
Curriculum，Teaching Material and Method
关键词
钟王之争
新课程理念
凯洛夫教育学
课程改革
the dispute between professor Zhong and Wang
new curriculum rationale
Kairov＇s pedagogy
curriculum reform
