本文選題：社會科 + 課程��； 參考：《教育學(xué)報》2017年04期

【摘要】：從20世紀(jì)20年代的進(jìn)步主義教育運(yùn)動到60年代的學(xué)科結(jié)構(gòu)化時期,美國社會科課程全面型塑了加拿大社會科課程。隨著加拿大社會問題的激增以及對美國文化霸權(quán)的警惕,"加拿大研究"成為社會科課程本土化的重要表現(xiàn)形式,并逐漸在社會科課程中占據(jù)了核心地位。20世紀(jì)八九十年代學(xué)界對于加拿大價值觀教育、公民議題等內(nèi)容的關(guān)注進(jìn)一步強(qiáng)化了加拿大社會科課程的本土特征。
[Abstract]:From the progressive education movement in the 1920s to the disciplinary structuralization period in the 1960s, the American social science curriculum has completely shaped the Canadian social science curriculum. With the rapid increase of Canadian social problems and the vigilance of American cultural hegemony, Canadian Studies has become an important manifestation of the localization of social studies courses. And gradually occupied the core position in the social science curriculum. In the 1980s and 1990s, the attention of the academic circles on the Canadian values education, citizenship issues and other contents further strengthened the local characteristics of the Canadian social science curriculum.
【作者單位】： 北京師范大學(xué)國際與比較教育研究院;北京教育學(xué)院;
【分類號】：G571.1
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本文編號：2058743