CAJ | 학술논문

在西方课程领域，先后出现了学科课程论、活动课程论、结构课程论和人本课程论这四种课程理论。有些课程理论是以学科为基点的，有些课程理论是以学生为基点的。从西方课程史中，可以清楚地看到，课程理论始终在学科和学生这两个基点上来回摆动。但是，这种摆动不仅呈现出一种波浪形向前发展的轨迹，而且凸现出课程理论上的一种心理学趋向。在某种意义上，课程基点融合是课程领域的哥德巴赫猜想。
재서방과정영역，선후출현료학과과정론、활동과정론、결구과정론화인본과정론저사충과정이론。유사과정이론시이학과위기점적，유사과정이론시이학생위기점적。종서방과정사중，가이청초지간도，과정이론시종재학과화학생저량개기점상래회파동。단시，저충파동불부정현출일충파랑형향전발전적궤적，이차철현출과정이론상적일충심이학추향。재모충의의상，과정기점융합시과정영역적가덕파혁시상。
Four curriculum theories, as subject curriculum,activity curriculum, stractual curriculum,humanistic curricu-lum, which have appeared early or late in the curriculum domain. Some curriculum theories were at the basic point of subject,some curriculum theories were at the basic point of student. In the history of curriculum in the west,it has been seen clearly that curriculum theories were swing back and forth between the basic point of subject and the basic point of student. This swing has not only expressed a track of development forthly wave upon wave, but also has shown a psycho-logical direction in the curriculum theories. In a sense,a fusion of the basic point of curriculum is Goldbach’s conjecture in the curriculum domain.