大学教育科学
大學教育科學
대학교육과학
University Education Science
2013年
2期
124~127
,共null页
课程，教学，“五I”
課程，教學，“五I”
과정，교학，“오I”
curriculum; teaching, five I
课程理论最早于20世纪初发端于美国，到20世60年代前后，有关课程的思想逐步发展，并出现了不同流派。但从泰勒到多尔，其课程理论都有局限性。中国学者在本世纪提出了“五I”课程观，对“人的课程”这一理念作了系统的阐述。本文特别讨论了课程与文化的关系以及隐性文化和隐性课程的意义。
課程理論最早于20世紀初髮耑于美國，到20世60年代前後，有關課程的思想逐步髮展，併齣現瞭不同流派。但從泰勒到多爾，其課程理論都有跼限性。中國學者在本世紀提齣瞭“五I”課程觀，對“人的課程”這一理唸作瞭繫統的闡述。本文特彆討論瞭課程與文化的關繫以及隱性文化和隱性課程的意義。
과정이론최조우20세기초발단우미국，도20세60년대전후，유관과정적사상축보발전，병출현료불동류파。단종태륵도다이，기과정이론도유국한성。중국학자재본세기제출료“오I”과정관，대“인적과정”저일이념작료계통적천술。본문특별토론료과정여문화적관계이급은성문화화은성과정적의의。
Curriculum theory was originated from USA in the Early 20th Century. Around 60s of the 20th century, the thoughts of curriculum developed gradually into different schools. There exist limitations of curriculum theories. Chinese scholars have proposed ＂five I ＂ theory that has illustrated the idea of human curriculum. This paper discusses the relationship between curriculum and culture. It also analyses the significance of recessive culture and curriculum.
