D. Tanner、L. Tanner與H. Kliebard的課程史研究觀點解析

An Analysis of Theoretical Perspectives on Curriculum History: D. Tanner, L. Tanner and H. Kliebard

10.6910/BER.200712_(53-4).0001

宋明娟(Min-Chuan Sung)

課程史 ； Tanner二氏 ； Kliebard ； 史觀 ； curriculum history ； D. Tanner & L. Tanner ； H. Kliebard ； perspectives on history

教育研究集刊

53:4期（2007 / 12 / 31）

1 - 32

繁體中文

課程史如何被撰作之起始、過程與結果，皆受撰作者的觀點所左右，如能加以釐析，則可期以充盈有關課程問題的思考範疇。本文旨在解析D. Tanner與L. Tanner二氏和H. Kliebard的課程史研究觀點，首先探討渠等治課程史的意圖，以及論課程史的價值，其次以渠等之美國課程史專著進行具體分析，最後則綜合比較並延伸所論。本文於結論中指出，課程史學者的研究觀點或暗或明，皆寓含於著作當中，因之在引述或探究其主張，抑或逕自從事課程史研究時，皆宜提升研究觀點之敏銳度，發為嚴謹的立論。

The main purpose of this article was to analyze Daniel and Laurel Tanner's and Herbert Kliebard's perspectives on curriculum history. First of all, their views on intention, values and the significance of historical inquiry for the development of curricula were discussed. Second, selected topics from their work concerning American curriculum history were further explored. Then, the author synthesized their key points and concluded that as a researcher in this field, one should enhance his or her awareness, so as to be sensitive enough to the hidden or apparent perspectives of curriculum history.

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