[1]吴晓玲.课程领导研究的本土化建构:类型、过程与话语[J].南京师大学报(社会科学版),2023,(01):048-60.
　WU Xiaoling.On the Localization of Curriculum Leadership Studies: Types, Process, and Discourse[J].Journal of Nanjing Normal University (Social Science Edition),2023,(01):048-60.
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课程领导研究的本土化建构:类型、过程与话语

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《南京师大学报》（社会科学版）[ISSN:1006-6977/CN:61-1281/TN]

Title:: On the Localization of Curriculum Leadership Studies: Types, Process, and Discourse

Keywords:: curriculum leadership; localization; developmental stage; research type; discourse system

摘要:: “课程领导”本土化研究主要有6种类型:拿来参照式、溯源跟踪式、学理审议式、实践植培式、去路径依赖式、理路构造式,这6种类型在一定程度上也反映本土化建构的过程时序。研究话语根据异域理论参照程度不同大致可分为3个层次:拿来参照式和溯源跟踪式研究是强异域话语参照,学理审议式和实践植培式研究是弱异域话语参照,去路径依赖式和理路构造式研究则逐渐明显增多自主创生的本土研究话语。揭示课程领导研究的本土化进程对我们更自觉地推进本土课程理论建构具有一定启示价值。

Abstract:: There are six main types of research on the localization of “curriculum leadership”: borrowing for reference; following for better understanding; theoretical examination; practical cultivation; avoidance of path-dependency; and theoretical construction. The sequence of the types of research to a certain extent also reflects the chronology of the development of localization of curriculum leadership in China. The corresponding research discourse can be divided into three levels according to the degree of making reference to exotic theoretical discourse: in the six types listed above, the first two show a strong reference to exotic discourse; the third and the fourth show a weak reference to exotic discourse; and the last two show an obvious increase in the independence of local discourse. Such a review of the localization process of curriculum leadership research is sure to enable us to promote the construction of local curriculum theory more consciously.

备注/Memo:: 吴晓玲,教育学博士,南京师范大学课程与教学研究所副教授(南京210097)。本文为江苏省高校哲学社会科学重大项目“我国基础教育泛课程实践的理论研究”(2021SJZDA157)阶段性成果。
WU Xiaoling, PhD in Education, is Associate Professor at Institute of Curriculum and Instruction, Nanjing Normal University(Nanjing 210097).

更新日期/Last Update: 2023-02-25