保持与专业前辈的对话———基于美国课程研究之历史取向的分析

Maintaining the Dialogue with Professional Forebears： Based on an Analysis of Historical Approach of Curriculum Inquiry in America

历史探究取向在美国课程领域的兴盛来自于学者们对这一领域的洞察：倾向于对实践问题的即刻解答，追逐高度的实用性，偏好应急之举和权宜之计，并燃烧着以新代旧的激情。课程理论者和实践者需要通过与专业前辈的历史对话，来避免课程研究及变革的孤立性，熟谙课程的传统，从而摆脱某些不合需要的方面或某些无形的不利影响。对话以文献法、口述史、传记研究、内容分析法等路径展开，议题广泛，涉及课程作为一个工作和研究领域的成长、学校科目的演变、课程组织与机构、核心课程人物、课程论争的发展历程等。有待努力的方向是：对话的路径需加强个案研究；对话的旨趣需凸显了解、质疑、批判与理解，而不是寻求解方；对话主体应集课程学者与教育史学者两家之长。

The thriving of historical approach in the curriculum tield of America can be attributed to the scholars' insight in this tield； that is，curriculum studies tend to look for handy solutions to practical problems，seek high practicability，prefer to emergency measures and expedients，and have a passion for the replacement of the old by the new. Curriculum theorists and practitioners need to engage in dialogue with their professional forebears to avoid the isolation of curriculum studies and reforms， to be familiar with the traditions of curriculum so as to rid of some undesirable aspects or the unseen influence. The paths of dialogue have included literature method，oral history，biographical research，content analysis and so on . The dialogue has covered a wide range of issues such as the growth of curriculum as a tield of work and study，the evolution of school subjects，the development of curriculum organizations and institutions as well as central figures and professional debates. For the further efforts， lirstly， as the paths of dialogue， case study needs to be strengthened； secondly，its objective should be to know，question，criticize and understand rather than to seek handy solutions to problems； finally， the main interlocutors should learn from both curriculum scholars and educational historians.