从“加工”、“生长”到“旅游”——克里巴德课程理论构建的三个隐喻

From “Production” and “Growth” to “Travel” —The Three Metaphors of H. M. Kliebard’s Curriculum Theory Construction

摘要: 美国著名课程史学家克里巴德提出了课程理论构建的三个隐喻：“加工”的隐喻是一种工业模式，把教师比喻为工人，他们根据严格规定，把原料(学生)加工成产品；“生长”的隐喻是一种农业模式，把教师比作园丁，他们熟悉各种花木(学生)的特性，并给予它们(学生)所需的养料；“旅游”的隐喻是一种服务业模式，把教师当成导游，引导游客(学生)在旅游的过程中领略各种风景(知识、技能、能力和态度等)。从师生角色与关系，课程目标、内容、组织方式及评价等方面来看，克里巴德课程理论构建的三个隐喻给予我们诸多启示。

Abstract: Herbert M. Kliebard is a famous American curriculum historian. He puts forward three metaphors for the construction of curriculum theory: The metaphor of “production” is an industrial model, which treat teachers as workers who process raw materials (students) into products according to strict regulations; the metaphor of “growth” is an agricultural model, which compare teachers as gardeners who providing nourishment according to the characteristics of flowers and plants (students); the metaphor of “travel” is a service industry model takes teachers as tour guides who guide tourists (students) to appreciate various landscapes (knowledge, skills, abilities and attitudes, etc.) in the process of tourism. From the roles and relationships between teachers and students, curriculum objectives, content, organization, and evaluation, the three metaphors of Kliebard’s curriculum theory construction give us much enlightenment.