方法对比
并排查看您选择的方法；存在差异的行会高亮显示。
| 批判性课程分析× | 课程分析× | |
|---|---|---|
| 领域 | 田野方法 | 田野方法 |
| 方法族 | Process / pipeline | Process / pipeline |
| 起源年份≠ | 1970s–1980s | 1949 (Tyler); 1980s–2000s (Posner's analytic framework) |
| 提出者≠ | Michael W. Apple; Henry A. Giroux; Paulo Freire (critical pedagogy foundations) | George J. Posner (systematic framework); Ralph Tyler (foundational rationale) |
| 类型≠ | Critical qualitative research approach | Qualitative / mixed document analysis |
| 开创性文献≠ | Apple, M. W. (1979). Ideology and Curriculum. Routledge & Kegan Paul. ISBN: 978-0415909242 | Posner, G. J. (2004). Analyzing the Curriculum (3rd ed.). McGraw-Hill. ISBN: 978-0072823899 |
| 别名 | CCA, critical curriculum inquiry, critical curriculum critique, curriculum critique | curriculum evaluation, curriculum review, syllabus analysis, curriculum appraisal |
| 相关≠ | 5 | 6 |
| 摘要≠ | Critical curriculum analysis examines educational curricula — their content, organisation, and underlying assumptions — through a critical theory lens. Drawing on the work of Apple, Giroux, and Freire, it asks whose knowledge counts, whose interests the curriculum serves, and how schooling reproduces or challenges social inequalities. Rather than treating curriculum as neutral, it treats it as an ideologically saturated artifact shaped by relations of power, race, class, and gender. | Curriculum analysis is a systematic research method for examining the content, structure, goals, and underlying assumptions of educational curricula — including written syllabi, textbooks, lesson plans, and policy documents. By mapping what is taught, how it is sequenced, and what values are embedded, researchers and educators can evaluate alignment with learning objectives, identify gaps or biases, and guide curriculum reform across all levels of education. |
| ScholarGate数据集 ↗ |
|
|