当代西方课程政策研究之回眸与审视

A Review and Examination of Western Studies in Contemporary Curriculum Policy

课程政策研究是一个相对较新的领域，至上世纪70年代始受到科斯特、沃克和博伊德等人关注，90年代艾尔摩赛克斯提出的概念框架则标志着课程政策研究作为教育研究的一个正式领域的诞生，但随后仍发展缓慢，这与课程研究的科学传统以及课程政策研究自身簿弱的理论架构有关。就已有研究内容而言，主要关渉课程政策的影响力量及其权力变化、课程政策与实践的关系、课程政策的公共利益功能等方面。而课程政策文本和情境的关联、课程政策的比较视角等研究则相对欠缺，极待加强和改进。

The field of curriculum policy is relatively new. It was in the 1970s that is began to enter the vision of some scholars like Kirst， Walker and Boyd. Then in the 1990s， the conceptual framework provided by Elmore and Sykes marked the birth of what has now been recognized as a formal domain of education research─curriculum policy research. Its slow development can be attributed to the scientific tradition of curriculum research and the weakness of its own theoretical construction. As to the main focus of existing research， it mainly involves the influences on curriculum policy and change of their power， relationship between curriculum policy and practice， and public interest function of curriculum policy and so on. Moreover， there are other aspects that deserved more attention， such as the relation of curriculum policy texts to context， and the feasibility of curriculum policy instruments as well as the comparative perspective.