Research On The Evolution History Of The American "Curriculum"

In the field of education and academics,the concept of the curriculum is in a state of disparity and inconsistency,and has become a kind of "common sense." However,this situation of "different opinions and inconsistencies" is not a result of history,but a result of historical accumulation.The history of the evolution of the American curriculum concept is a concentrated description of this.This study combs the various representative curriculum concepts that have appeared in the academic history of American education.Through comparative analysis,it has locked in several turning points in the fundamental change of the “curriculum”,and then examined the rationality of the definition of the new curriculum concept.The differences between the different curriculum concepts are somewhat harmonized.They are expressed in terms of definitions,and there are only differences between them;some are irreconcilable,and they are expressed in terms of definition,which means that they have different categories.The difference in basic generics shows the fundamental differences between different scholars in naming what the curriculum is or what the term "curriculum" refers to.This disagreement is often irreconcilable.As a terminology,the term “curriculum” should have its clear and stable reference and cannot be referred to what it is alleged.Whenever someone tries to make a fundamental change to the allegations of the "curriculum," we should seriously and comprehensively examine the rationality of this "change."This research system sorts out the various representative curriculum concepts that have appeared in the academic history of American education,and through comparative analysis,has locked in several turning points in the concept of curriculum or the fundamental change of the “curriculum”,and then examined the new curriculum concept.The rationality of the definition.Through systematic combing and comparative analysis,this study found that the objects of these “curriculum concepts”,or the reference objects of the term “curriculum”,have undergone three substantial changes,namely,the transition from “content” to “experience”.The transition from “experience” to “plan”,from “experience” to “expected result”.Combining the “curriculum” with the historical background of each substantive transformation,the source of ideas and the conceptual framework of the presenter,this study critically examines the rationality of several “transformations” and concludes that in the United States In the academic history of education,the “curriculum” refers to the first substantial change from “content” to “experience”,but the transition from “experience” to “plan” and “experience” to “expected result” is not It is fully reasonable and brings new problems.