本文選題：阿普爾 + 批判��； 參考：《湖南科技大學(xué)》2017年碩士論文

【摘要】：從80年代后期開始,人們對應(yīng)試教育關(guān)注逐步增強,開始反思應(yīng)試教育所帶來的弊端,并提出教育要向素質(zhì)教育、全面發(fā)展的方向轉(zhuǎn)變,這意味著人們已經(jīng)開始關(guān)注學(xué)校對于人們綜合素質(zhì)的培養(yǎng)作用,開始關(guān)注教育的真正內(nèi)涵。邁克爾·阿普爾,當(dāng)代美國批判教育學(xué)派的杰出代表,在全球教育學(xué)界也享有盛譽。他的著作大多數(shù)是論述教育改革和文化與權(quán)力關(guān)系。在論及教師課程權(quán)力的問題時,阿普爾將其置于整個社會經(jīng)濟、政治和文化、權(quán)力的領(lǐng)域中,在探討當(dāng)前美國教育問題的根源以及教師課程權(quán)力缺失等問題上,以其獨特的理論視角進行了深刻而有力的批判。本文通過分析阿普爾的課程理論,探究其對教師課程權(quán)力問題的研究,對我們解讀當(dāng)前美國教育中存在的問題提供了新的視角,具有十分深遠(yuǎn)的意義。全文共分為四個部分:第一部分為緒論,簡述了選題緣由及意義、研究方法和思路,并對研究阿普爾的相關(guān)文獻(xiàn)進行歸納分析。第二部分是對當(dāng)代教師課程權(quán)力缺失問題進行分析,去技能化的教學(xué)和被侵占的話語權(quán)是其具體表征,并從霸權(quán)主義的控制和右翼聯(lián)盟的思想控制兩個角度進行原因分析。在分析教師課程權(quán)力缺失的表征和歸因的基礎(chǔ)上,引發(fā)了當(dāng)代教師課程權(quán)力的呼喚。第三部分是阿普爾的教師課程權(quán)力觀,此部分對教師課程權(quán)力的本質(zhì)、來源、實施等方面進行分析。阿普爾將課程看作是一種動態(tài)的建構(gòu)過程,他認(rèn)為教師的課程權(quán)力就是教師在一定的課程場域內(nèi),利用自身的課程知識對可利用的資源進行整合,能夠享有自主展開課程活動以及對課程其他主體產(chǎn)生影響或支配的權(quán)力。教師作為課程的組織者、實施者和建設(shè)者,其課程權(quán)力就是想要成為課程改革的重要參與者,只有通過自身努力爭奪課程權(quán)力,才能保障自身權(quán)益,創(chuàng)造性地實施課程,最大限度地滿足學(xué)生和社會對課程的要求。并對保守聯(lián)盟的意識形態(tài)滲透進行批判,呼喚為教師賦權(quán)。第四部分是阿普爾教師課程權(quán)力觀的啟示,他認(rèn)為教師的首要任務(wù)就是尋求自身的解放,通過爭取話語權(quán)來爭取教師的課程權(quán)力,以此才能構(gòu)建自由、平等的民主教育,并提出民主教育的構(gòu)想。阿普爾的批判思想中既有對美國新保守主義控制課程的批判,也有對自由平等的民主教育的追求,更重要的是他對不平等教育的批判精神。在課程改革進行得如火如荼的今天,學(xué)習(xí)和借鑒阿普爾的批判課程理論是十分有價值的,課程改革中必然會有許多的艱難險阻,我們?nèi)匀灰掠诿鎸�、勇往直�?并且能夠?qū)^去已有的經(jīng)驗進行批判,方可推陳出新。
[Abstract]:Since the late 1980s, people have paid more and more attention to exam-oriented education, started to reflect on the disadvantages brought about by exam-oriented education, and proposed that education should be changed to the direction of quality education and all-round development. This means that people have begun to pay attention to the role of schools in the cultivation of people's comprehensive quality and the true connotation of education. Michael Appley, an outstanding representative of contemporary American critical school of education, is also renowned in the field of global pedagogy. Most of his books deal with educational reform and the relationship between culture and power. When it comes to the issue of teacher curriculum power, Apple puts it in the field of social economy, politics and culture, power, and discusses the root causes of the current American educational problems and the lack of teachers' curriculum power, and so on. With its unique theoretical perspective to carry out a profound and powerful criticism. By analyzing Apple's curriculum theory and exploring its research on teacher's curriculum power, this paper provides a new angle of view for us to interpret the existing problems in American education, which is of great significance. The paper is divided into four parts: the first part is the introduction, briefly describes the reason and significance of the topic, research methods and ideas, and the related literature on the study of Apple are summarized and analyzed. The second part is to analyze the problem of the contemporary teachers' lack of curriculum power, which is characterized by the disskill teaching and the encroached discourse power, and analyzes the reasons from the control of hegemonism and the ideological control of right-wing alliance. On the basis of analyzing the characteristics and attribution of teachers' curriculum power deficiency, it triggered the call of contemporary teachers' curriculum power. The third part is Apple's view of teacher's curriculum power, which analyzes the nature, source and implementation of teacher's curriculum power. Apple regards curriculum as a kind of dynamic construction process. He thinks that teachers' curriculum power is to integrate the available resources with their own curriculum knowledge in a certain field of curriculum. Ability to develop curriculum activities independently and to influence or dominate other subjects of the curriculum. As the organizers, implementers and builders of the curriculum, teachers' curriculum power is to become an important participant in curriculum reform. Only by striving for curriculum power through their own efforts, can teachers guarantee their own rights and interests and creatively implement the curriculum. To the maximum extent possible to meet the requirements of students and society on the curriculum. It also criticizes the ideological infiltration of conservative alliance and calls for the empowerment of teachers. The fourth part is the enlightenment of Apple-teacher 's view of curriculum power. He thinks that the primary task of teachers is to seek their own emancipation and to strive for teachers' curriculum power by fighting for the right to speak, so as to build a free and equal democratic education. And put forward the idea of democratic education. In his critical thought, he not only criticizes the control curriculum of American neoconservatism, but also the pursuit of democratic education of freedom and equality, and more importantly, he criticizes the spirit of unequal education. At a time when curriculum reform is in full swing, it is very valuable to study and learn from Apple's critical curriculum theory. There are bound to be many difficulties and difficulties in curriculum reform. We still have to face it bravely and move forward bravely. And can carry on the criticism to the past already experience, can bring forth the old and new.
【學(xué)位授予單位】：湖南科技大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G423

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