课程论

出版时间：2010-1  出版社：中国人民大学  作者：艾伦·C·奥恩斯坦,弗朗西斯·P·汉金斯  页数：344  
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前言

　　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 curriculumsphilosophical, 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 chaptersmain 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.

内容概要

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?本书视野宽广，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（Fulbright Hayes）学者和评审委员会成员、ETS考

书籍目录

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—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

章节摘录

　　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 states students did better on the NAEP in 4th grade reading thanon the states exam, and only two states students did better at the eight gradelevel （Vermont, 3 percent difference; Missouri, 2 percent difference）. Two statesstudents 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）.

编辑推荐

　　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

用户评论 (总计14条)

•   国内对课程理论研究专著很少，这是一本好书，慢慢阅读
•   刚拿上这本书一看是英文的，很诧异。原本以为是汉语的。所以一直没看。那天随手一翻，还真是本好书。内容充实，语言简单易懂。很喜欢。
•   纯英文的书，漫长的阅读旅程啊
•   送货很快那
•   当当网的评论页面贼难用 没有滚动条 怎么下拉啊 气死了
•   英文版的啊！
•   第五版了，应该不错
•   有一定英文基础的才可以阅读
•   这本书还不错，物流速度也还可以
•   真的挺不错，可读。建议大家看看
•   需静心读
•   老师指定的书目，但是俺学识有限啊，看外国的东西还是比较吃力的
•   还好，一分钱一分货吧
•   前言、目录反面都是白页。
  打电话到人大社的客服，对方居然让我去找人大出版社的印刷科，给了个电话就挂了。
  再打到人民大学出版社印制科，说要确认是正版才给换。需要拍照、发邮件，有这么多闲功夫就再去买一本了。
  请问当当卖的不是正版么？？？？？？