CAJ | 학술논문

现有后现代课程观的研究成果，体现了目标向过程的转向、多尔课程观的实践价值及在课程要素中的体现。分析当下社会、文化、科技的发展对课程的影响，对反思的再反思以及学习理论的发展，展开对后现代课程观的反思，从基于课程开发过程的维度转向基于课程传播方式的维度，试图提出后现代课程观的新解，即新的学习方式，如学习共同体学习模式；新的学习环境变革，如在线课程的来袭等；新的文化危机，如对“课程消费文化”的抵御等。
현유후현대과정관적연구성과，체현료목표향과정적전향、다이과정관적실천개치급재과정요소중적체현。분석당하사회、문화、과기적발전대과정적영향，대반사적재반사이급학습이론적발전，전개대후현대과정관적반사，종기우과정개발과정적유도전향기우과정전파방식적유도，시도제출후현대과정관적신해，즉신적학습방식，여학습공동체학습모식；신적학습배경변혁，여재선과정적래습등；신적문화위궤，여대“과정소비문화”적저어등。
The research achievements about perspectives of post-modern curriculum are the turn from objective-centered to process-centered,and the practical value of Doll′s perspectives on curriculum. The paper analyzes the impact of society,culture and technology on curriculum,reconsider the reflection and the development of learning theories,reflect on the perspective of post-modern curriculum,from based on the development process to the broadcasting ways of curriculum,there are new views for the perspectives on post-modern curriculum:the new learning ways,such as the learning community,and learning mode;new learning environment,such as the approaching of online courses;cultural crisis,such as aganist″ Consum-er Culture of Curriculum″ etc.