Exploring the Construction of Curriculum From the Perspective of Epistemology

Abstract

Abstract:

The differentiation of curriculum research paradigms has led to a practical dilemma in curriculum construction, involving understanding and formulation, critique, and development. Clarification of knowledge issues is a prerequisite for curriculum development. In the realm of knowledge and understanding, the theoretical conflict between “curriculum research” and “research on curriculum” stands out as a significant factor contributing to the dilemma in curriculum construction, and social realism provides a possible solution to this dilemma. In the realm of knowledge transformation, whether by highlighting the crucial role of student experience in “curriculum research” or by underscoring the unique significance of student action in “research on curriculum”, promoting individual development has emerged as the primary objective of knowledge transformation in curriculum development. To this end, curriculum construction needs to be based on a dual perspective of knowledge and students, based on the social realist characteristics of the essence of knowledge, emphasizing the significance of individual development in knowledge transformation, and effectively stimulating intrinsic motivation in curriculum construction by bridging past and future knowledge issues.

Key words: epistemology, curriculum construction, social reality, student development

CLC Number:

G423.04

Wu Yantong. Exploring the Construction of Curriculum From the Perspective of Epistemology[J]. Education Science, 2024, 40(5): 59-65.

References 36

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