本文从批判性后现代主义课程观和建设性后现代主义课程观2个维度,分析了后现代课程论的理论基础、基本内涵和突出特征;探讨了后现代课程论视阈下医学课程设置的主观核心要素——学生、教师和管理者,三者即是核心又互为辅助,似三位一体的主体存在;提出了形成一个学生、教师和管理者互生共融的研究型学术共同体是医学课程设置的理想生态环境。
The article has analyzed the theoretical foundation, basic connotation and outstanding features of post-modern curriculum theory from two dimensions of the critical post-modern curriculum view and the constructive post-modern curriculum view. The article has analyzed the core elements of medical curriculum design based on post-modern curriculum theory, students, teachers and administrators, they are not only the core, but also the auxiliary, putted forward a research oriented academic community which is formed by the mutual symbiosis of students, teachers and administrators is the ideal pursuit of medical curriculum design.
[1] 欧阳文.医学课程的建构性研究[M].长沙:湖南医学出版社,2006:66-72.
[2] 威廉 F·派纳.自传、政治与性别(1972-1992课程理论论文集)[M].陈雨亭,王红宇,译.北京:教育科学出版社,2007:5-21.
[3] 威廉 F·派纳.课程:走向新的身份[M].陈时见,潘康明,译.北京:教育科学出版社, 2008.
[4] 赫·斯宾塞.教育论[M].胡毅,译.北京:人民教育出版社,1962:62-63.
[5] 威廉姆 E·多尔.后现代课程观[M].王红宇,译.北京:教育科学出版社,2000:230-252.
[6] 丹尼尔·坦纳,劳雷尔·坦纳.学校课程史[M].崔允淳,译.北京:教育科学出版社,2006: 209-211.
[7] AV Kelly.The curriculum theory and practice[M].5th ed.London: SAGE Publications,2004:9-10.
[8] 艾伦·布卢姆.美国精神的封闭[M].战旭英,译.南京:凤凰出版传媒集团译林出版社,2007:19.
[9] The carnegie foundation for the advancement of teaching.Missions of the college curriculum:a contemporary review with suggestions [M].San Francisco: Jossey-Bass Publishers,1977:7.
[10] 戴维·H·乔纳森.21世纪人类学习的革命译丛:学习环境的理论基础[M].郑太年,任友群,译.上海:华东师范大学出版社,2002:2.
[11] 美国温特贝尔特医学认知与技术小组.21世纪人类学习的革命译丛:美国课程与教学案例透视——贾斯珀系列[M].王文静,乔连全,译.上海:华东师范大学出版社,2002.
[12] 彼得·德鲁克.卓有成效的管理者[M].许是祥,译.北京:机械工业出版社,2006: 159.
