美国课程史研究的演进

The Evolution of American Curriculum Histories

课程史研究在美国成为独立的研究领域后，不断从史学和课程理论中汲取养分，发展为一种独特的课程探究方式，并实现了“从宏观到微观、从还原到解构、从中心到边缘”的研究重心转移。结合课程理论和史学研究的整体学术境脉，可从三个维度考察美国课程史研究的演变趋势：从思想史转向社会史再转向新文化史；从重构史学到建构史学再到解构史学；关注的“主体”从单一转向多元，再转而对作为历史的建构物的“主体”本身进行反思。

After its independence as a research field， curriculum history kept absorbing theories from history and curriculum studies， became a unique form of curriculum inquiry， and made the shift of its focus ^from macro level to micro level， from reconstruction to deconstruction， and from the center to the edge”. Taken the context of both curriculum theories and historical studies into consideration， the evolution of curriculum historical studies in America was described in three dimensions： from intellectual history to social history， then to cultural history； from reconstructive history to constructive history and then to decon- structive history； and from a single subject to multi-subjects， and then to rethinking of the ^subject” as a construction of history.