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本世纪70年代以后,西方教育社会学受知识社会学、符号互动理论和人种志方法论的影响,把研究重心转向学校知识(课程)方面,形成教育社会学的新方向,课程社会学(The soiology of curriculum)应运而生。其实,早在50—60年代,结构功能主义对课程就有了一些研究,只不过局限在宏观层次上,着重探讨课程与学生社会化的关系。而新教育社会学则首次立足于微观层次,从课程系统内部(知识的选择、分配、传递、评价等)入手进行社会学分析。其后的新马克思主义社会批判理论试图整合宏观与微观研究,探讨课程所蕴含的意识形态问题。本文拟就后两种理论流派,结合其代表人物,对当代西方课程社会学研究作一概述。
After the 1970s, Western educational sociology was influenced by knowledge sociology, symbolic interaction theory and ethnography methodology, and shifted its research focus to school knowledge (curriculum) to form a new direction of educational sociology. The sociology of curriculum soiology of curriculum) came into being. In fact, as early as 50-60 years, structural functionalism has some research on the curriculum, but limited to the macro level, focusing on the relationship between curriculum and student socialization. The new educational sociology, for the first time, is based on the micro level and carries out sociological analysis from within the curriculum system (knowledge selection, distribution, transmission, evaluation, etc.). Subsequent neo-Marxist theory of social criticism attempts to integrate macro and micro studies to explore the ideological issues inherent in the curriculum. This article intends to summarize the latter two theoretical schools and their representative figures and make a survey of the sociology of contemporary western curriculum.