《教育科学分支学科影印版系列教材》由权威专家精选当代美国高校颇具代表性和影响力的原版英文专业教材，并请在相关领域有深入研究、颇有建树的专家学者为每本书撰写中文导言，供师范大学、综合大学教育相关专业研究生、本科生作为教学参考书研读，或作为双语教学的教材使用，以扩大师范类院校广大研究生和本科生的学术视野，培养师范生直接参与国际交流的素养和能力，提高理解和借鉴西方**教育理论的水平。

zationofexperiences,andtheprovisionforevaluation,hasdominatedthoughtoncurriculumplanningforapproximatelyfortyyears.Moreover,thepublica-tionoftheTylerRationalerepresentsnotthebeginningofitsinfluencebut,in-stead,adistillationofideasderivedfromthefoundersofthecurriculumfieldinthefirstquarterofthiscentury.Infact,Bobbitt'sseminalbooksoncurricu-lum（Bobbitt,1918,1924）,andinparticulartheirfocusonthedevelopmentofspecificobjectivesbasedon"scientific"methods,establishedthebasicapproachtocurriculumplanningcontinuedbyTyler.
Sinceitspublicationin1949,educatorsrepresentingawiderangeoforien-tationshaveturnedtotheTylerRationaletoanswerproceduralquestionsofcurriculum.Test-orientedbehavioristssuchasJamesPophamuseitexplicitlyfortheselectionofobjectives（Popham&Baker,1970）.Course-planningguides,suchasthosebyPosnerandRudrritsky（1994）andbyBarnes（1982）,useelabo-rationsoftheTylerRationaleasthebasisfortheirhandbooks.EvenhumanisticeducatorssuchasElliotEisner（1994）,whohavespentconsiderableeffortcriti-cizingTyleresqueobjectivesandevaluationapproaches,whenitcomestimetodiscussprocedure,revert,perhapsunknowingly,toastep-by-stepapproachthatdiffersonlyslightlyfromtheTylerRationale.
PerhapsthemajorreasonfortheTylerRationale'sdominanceisitscongru-encewithourassumptionsaboutbothschoolingandcurriculumplanning.Unquestionedacceptanceoftheseassumptionsevenmakesitimpossibletoconceiveofanalternativetothisbasicapproach.Schoolingisassumedtobeaprocesswhosemainpurposeistopromoteorproducelearning.Studentsaretermed"learners";objectivesareconceivedintermsofdesirablelearning;eval-uationoftheschool'ssuccessistargetedalmostexclusivelyatachievementtestscores;"educational"goalsaredistinguishedfrom"noneducational"goalsbydeterminingiftheycanbeattributedtolearning;5"curriculum"isdefined（notbyTylerbutbyhisfollowers,suchasGoodlad）intermsof"intendedlearningoutcomes"（Goodlad&Richter,1966）.Thus,schoolingisconceivedasaproduc-tionsystem,inwhichindividuallearningoutcomesaretheprimaryproduct.Afterall,iflearningis
…… 现代西方教育思想不仅源流学派异彩纷呈，而且显示出深层转变并日益走向综合发展的趋势；同时，这一令人捉摸难定的趋势，又隐约展示出深刻的历史渊源、文化背景以及学理的传承相继。我国教育理论界历来重视对国外**教育思想的引入和借鉴，从赫尔巴特教学法到凯洛夫的教育学，从杜威的进步主义教育运动到后现代主义教育思潮等等应时而生的教育思想都对我国教育理论界产生了或大或小或，显或隐的影响。可以说，我国教育理论界从来没有“闭关锁国”、“妄；自尊大”的夜郎心态，总是自觉地融人世界教育理论发展的潮流之中。

LIST OF FIGURES
LIST OF TABLES
PREFACE
ACKNOWLEDGMENTS
Part 1CURRICULUM DOCUMENTATION AND ORIGINS
1. Concepts of Curriculum and Purposes of Curriculum Study
2. Situating the Curriculum
3. Theoretical Perspectives on Curriculum
Part 2THE CURRICULUM PROPER
4. Curriculum Purpose and Content: Basic Concepts
5. Curriculum Purpose and Content: Conflicting Perspectives
6. Curriculum Organization: Basic Concepts
7. Curriculum Organization: Conflicting Perspectives
Part 3THE CURRICULUM IN USE
8. Frame Factors: Basic Concepts
9. Curriculum Implementation: Conflicting Approaches
10. Curriculum Evaluation: Basic Concepts
11. Curriculum Evaluation: Conflicting Perspectives
APPENDIX
CURRICULUM CRITIQUE
Reexamination and Critique
BIBLIOGRAPHY

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美国高教市场的畅销教材。综合介绍了课程的基本理论，突出了对课程理论应用的指导。书中分别使用传统的、经验的、学科组织的、行为的、建构主义的五种理论视角关注课程现象，在理论冲撞中激发读者对课程实践的思考，适合教育学科学及教研人员阅读。