摘要
美国课程理论专家波斯纳在20世纪70年代中期,在对学科结构理论存在的不足、已有课程结构相关研究以及课程定义进行深度分析的基础上,建构了基于预期学习结果的课程结构体系。在这一体系中,课程结构的广度体现的是课程要素结构化的公有性和时间性;课程结构的深度主要解决的是课程结构的序列化原则问题。深入分析波斯纳基于预期学习结果的课程结构思想,对当前我国课程结构研究具有重要的启示意义。
Based on intended learning outcomes, Posner＇s curriculum structure is one of the most important achievements in the history of research of curriculum structure. By analyzing the shortcoming of structure of discipline , reviewing the literatures about curriculum structure and defining the concept of curriculum, Posner created the system of curriculum structure based on intended learning outcomes. In the system, the extensiveness of curriculum structure is commonality and temporality of curriculum elements; the depth of curriculum structure is the sequencing criteria of curriculum structure. And analyzing Posner＇s curriculum structure has important implications to research curriculum structure today.
作者
吕长生
LV Changsheng(Institute of Curriculum and Instruction, East China Normal University, Shanghai, 200062, Chin)
出处
《全球教育展望》
CSSCI
北大核心
2017年第2期67-76,共10页
Global Education
关键词
波斯纳
课程结构
预期学习结果
序列化
Posner
curriculum structure
intended learning Outcomes
sequencing criteria
