CAJ | 학술논문

课程隐喻，作为后现代课程理论指导下一种本源性的存在，有着独特而丰富的人文精神意蕴。通过对复杂性隐喻概念缘起与发展解析，以及复杂性隐喻概念与课程研究的相关性透析，课程隐喻这种理论隐喻与课程研究领域相互吸引、碰撞和融合所涌现的崭新隐喻体系清晰地呈现出来。根据经典课程理论的课程要素组成，从课程目标、课程教学方法、课程内容、课程评价等方面运用代表性隐喻方法加以对照和分析，探寻方法论视野下的课程隐喻，希冀寻找到关于众多课程问题的解决之道。
과정은유，작위후현대과정이론지도하일충본원성적존재，유착독특이봉부적인문정신의온。통과대복잡성은유개념연기여발전해석，이급복잡성은유개념여과정연구적상관성투석，과정은유저충이론은유여과정연구영역상호흡인、팽당화융합소용현적참신은유체계청석지정현출래。근거경전과정이론적과정요소조성，종과정목표、과정교학방법、과정내용、과정평개등방면운용대표성은유방법가이대조화분석，탐심방법론시야하적과정은유，희기심조도관우음다과정문제적해결지도。
As one kind of fontal existence under the guidance of postmodern curriculum theory,curricu-lum metaphor has unique and rich humanistic spirit connotations. Through the analysis of complexity met-aphorical conceptˊs origin and development,as well as the relativity between complexity metaphorical con-cept and curriculum research,this new metaphor system show itself clearly which was emerged through attracting,colliding and fusing reciprocally. According to classical curriculum theoryˊs curriculum ele-ments composing,we can contrast and analyze using representative metaphor methods from four aspects including curriculum objective,curriculum teaching method,curriculum content and curriculum evalua-tion to explore curriculum metaphors in methodology vision,and hope to seek a solution about numerous curriculum issues.