课程论:基础、原理和问题(第5版)(教育学经典教材·英文影印版)(Curriculum:Foundations,Principles,and Issues(5th Edition))

基本信息·出版社：中国人民大学出版社

·页码：344 页

·出版日期：2010年01月

·ISBN：9787300115900

·条形码：9787300115900

·版本：第5版

·装帧：平装

·开本：16

·正文语种：英语

·丛书名：教育学经典教材·英文影印版

·外文书名：Curriculum:Foundations,Principles,and Issues(5th Edition)

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内容简介《课程论:基础、原理和问题(第5版)》内容简介：这是一本经典的课程论教材，全书从根本上围绕这样一个重大课题而展开：作为教育者，我们应该如何应对变革的社会对学校教育和课程提出的挑战？《课程论:基础、原理和问题(第5版)》视野宽广，但不失思考的深度；视角独特，但始终不偏离探讨的主题。相信这本书对于我国的读者深入了解课程研究领域大有裨益。

作者简介艾伦·C·奥恩斯坦（Allan C．Ornstein），美国著名教育学家，毕业于纽约大学，并获得博士学位，为圣约翰大学终身教授。在任教师的同时，他还受聘于60多个政府机构和教育机构担任顾问。奥恩斯坦博士是福尔布莱特·海耶斯（Fullbight Hayes）学者和评审委员会成员、盯s考试设计者，并担任十家专业期刊的特约编辑。奥恩斯坦博士著有50部著作，400篇文章，他所著的《教育原理》一书已经再版25次，修订了8版。他所著的另外两部著作——《教育管理》和《课程论》也多次修订，并分别成为这两个领域的权威著作。

编辑推荐《课程论:基础、原理和问题(第5版)》：美国最畅销的课程论导论性教材之一

全景式地对课程领域进行深入探讨

课程设计、开发、实施与评价的指导手册

目录

课程技巧

前言

第一章 课程的领域

课程研究的取向

课程的定义

课程的基础

课程的范围

理论与实践

课程工作者的角色

小结

第一部分 课程的基础

第二章 课程的哲学基础

哲学与课程

主要的哲学观点

教育哲学观

小结

第三章 课程的历史基础

殖民地时期(1642—1776)

美国建国时期(1776—1850)

19世纪欧洲的教育家

普及教育崛起的时期(1820—1920)

过渡时期(1893—1918)

课程作为一个研究领域的

诞生(1918—1949)

当前聚焦

小结

第四章 课程的心理学基础

行为主义

认知主义心理学

现象学和人本主义心理学

小结

第五章 课程的社会基础

社会、教育和学校

后现代家庭

道德教育

学校会制造差异吗

学习和成就(1980—1990)

小结

第二部分 课程的原理

第六章 课程设计

连接概念

设计的成分

设计课程需要考虑的基本维度

具有代表性的课程设计模式

小结

第七章 课程开发

技术一科学取向

非技术一非科学取向

课程开发的几个阶段

课程开发的参与者

小结

第八章 课程实施

实施的本质

实施过程中的渐变过程

课程实施模式

关键角色

小结

第九章 课程评价

评价的本质和目的

评价的取向

评价模式

评价的步骤

考试

选择性评价

评价中的人为因素

评价中的关键角色

小结

第三部分 课程的问题

第十章 课程领域的问题和发展趋势

改造教育

教育政治学和教育社会学

道德教育

学术标准和考试

技术、媒体和课程

小结

人名索引

主题索引

……[看更多目录]

序言Curriculum: Foundations, Principles, and Issues, Fifth Edition, is a book for re-searchers, theoreticians, and practitioners of curriculum. It is a basic text for thosestudying curriculum planning, development, implementation, and evaluation, aswell as a reference for teachers, supervisors, and administrators who participate incurriculum making.

The book is a comprehensive, thoroughly documented overview of the foun-dations, principles, and issues of curriculum. Foundations are the areas of studyoutside curriculum that impact the field; principles are the means and methods usedin reflecting about the totality of curriculum and in designing, developing, imple-menting, and evaluating curriculum; issues are the current and evolving educa-tional, political, and social dynamics that influence the curriculum field.

The book consists of a one-chapter introduction to the field plus three major parts.Part I, Foundations of Curriculum, has four chapters: one each on the curriculum'sphilosophical, historical, psychological, and social foundations. Part II, Principles ofCurriculum, comprises chapters on curriculum design, development, implementa-tion, and evaluation. Part III consists of one chapter, "Curriculum Issues and Trends."

This book differs from other curriculum texts in several ways. Most texts focuson either theory or practice. Some texts advance a particular political or social po-sition. Others approach the field of curriculum as an administrative challenge. Thistext provides a balanced, comprehensive view of the field of curriculum. We haveavoided taking a particular philosophical, educational, political, or social stance.Instead, we have aimed at providing a complete view of the field of curriculum sothat readers can consider choices and formulate their own views on curriculumfoundations, principles, and issues. In short, we have supplied a mix of materialsto help researchers and practitioners develop their own interpretations of thefield——past, present, and future.

The book provides three instructional and learning tools: Curriculum Tips, Fo-cusing Questions, and overview tables. Curriculum Tips give practical meaning tothe research and insights into the curriculum process. The Focusing Questions atthe beginning of each chapter orient the reader and set the stage for the chapter'smain ideas. The overview tables make learning more meaningful and provide sum-maries of the major concepts and principles discussed in the chapter.

Every textbook results from the participation of many people. We are gratefulto all. We particularly thank those who reviewed the manuscript: Kimberly Bilica,Cynthia J. Chapel, and Angela Koppang.

We also want to acknowledge the contributions of Kelly Villella Canton, serieseditor at Allyn and Bacon, in the production of the book. Additional thanks to GregErb, the production editor. Their efforts are much appreciated.

文摘插图：

Taking the NCLB at face value, all students are required to reach proficiency onstate reading and math tests by 2014. States are judged on yearly progress and pe-nalized, including by loss of federal funds, if proficiency declines. Currently statesuse their own definition of proficiency. Obviously, those "states that have the barlower will have an easier time meeting the mark and avoiding federal sanctions,"71but state officials and education policy makers can be expected to address these dif-ferent standards eventually.

In 2003, no state's students did better on the NAEP in 4th grade reading thanon the state's exam, and only two states' students did better at the eight gradelevel （Vermont, 3 percent difference; Missouri, 2 percent difference）. Two states'students did better on the NAEP 4th grade math test than on their own state ex-ams （Vermont, 2 percent; Massachusetts, I percent）, and three states' students didbetter on the NAEP 8th grade math test （Massachusetts, I percent; South Carolina,7 percent; Missouri, 14 percent）.