A Research On The View Of Curriculum Knowledge Selection In Michael Young

Knowledge issues are the foundation of schools and courses,and knowledge selection as the initial link is particularly critical.Michael Young,a British curriculum expert,has personally experienced education policy formulation and curriculum reform and has a great research on knowledge and curriculum issues.His educational sociology thought has been spread abroad for a long time and has penetrated into multiple disciplines.For the in-depth development of our country’s curriculum reform and the orderly development of subject teaching,it is necessary to strengthen the influence of its concept on our country.The thesis takes the selection of knowledge in the curriculum area as the theme,takes the development of Michael Young’s thought as the main line,and clarifies its content and value by means of documentary method,historical research method and comparative method.First of all,the thesis cited history as the forerunner to describes the classic question and answer based on sociological theory in the history of curriculum knowledge selection,"what knowledge is most valuable" and "whose knowledge is most valuable".Both are based on "Social Organic Theory" and "Social Constructivism" respectively.There are many limitations in the selection of curriculum knowledge,whether scientifically or in accordance with power,and they are the macroscopic prospects of Michael Young’s research.Secondly,the thesis takes the narration as the main article.It combs Michael Young’s view of curriculum knowledge selection in two stages.In the 1970 s,under the background of Kuhn’s historicism and British political arithmetic,Michael Young generated curriculum knowledge organization and social content,which coexisted the actual connection and excessive mixing of knowledge and power;After the 1990 s,based on theoretical inquiry,reform experience and the theoretical references of Durkheim,Bernstein,and Vygosky,Michael Young formed the orientation of "bringing knowledge back in",the motif of the "three futures" theory,the principle of "powerful knowledge" and the concept of "what knowledge is more valuable" is structured.Then,the thesis compares "what knowledge is most valuable","whose knowledge is most valuable" and "what knowledge is more valuable" in four dimensions,and draws conclusions about the bridging value of Michael Young in the selection of curriculum knowledge.At the subject level,the disciplinary elite bridges the value neutrality of the "what" knowledge and the group value of the "whose" knowledge;at the object level,the disciplinary knowledge bridges the objectivity of the "what" knowledge and the sociality of the "whose" knowledge;the causal level,Social justice bridges the group struggle between the individual interests of "what" knowledge and "whose" knowledge;at the path level,it strongly bridges the knowledge self of "what" knowledge and the social power of "whose" knowledge,and Multi-level practical bridges,and outlines its shortcomings.Finally,the thesis ends with application,narrating the theoretical enlightenment to my country,including the development of professional knowledge for teachers and the acquisition of knowledge power for students in the curriculum knowledge selection goals,the national subjects for macro concept and the school subjects for concrete practice in the curriculum knowledge selection subjects,the knowledge cognition and the knowledge regaining in the curriculum knowledge selection objects and from value purpose to subject practice in the curriculum knowledge selection logic.