本文借助对《八年研究的故事》的书评，全面回顾和批判了八年研究期间以拉尔夫·泰勒为首的课程专家所推行的教育实验。文章批评八年研究将制度形态的课程置于它的知识本体之上，重视课程重组甚于课程知识的改造，并在强调目标和评价体系的同时，把学科知识贬低为实现外在目的的一种手段，回避了“什么知识是最有价值的”这个关键问题。为消除八年研究所造成的不利影响，作者指出必须把课程开发视作一项理智性的事业，鼓励教师对艺术、人文、自然和社会科学各领域进行高等研究，并将之视为课程开发的重要任务，同时，必须把理智型实验和制度型实验结合起来，才能为重建课程奠定坚实的基础。%Through a book review of Stories of the Eight - year Study authored by Craig Kridel and Robert Bullough, this pa- per exhibits a thorough retrospect and critique upon the educational experimentation enacted by curriculum theorists led by Ralph Tyler during the eight - year study. The author criticizes the eight - year study emphasized organizational forms curriculum over its intellectual substance, underestimated academic knowledge as a means of achieving external objective, and thus escaped from the key question ＂what knowledge is of most worth＂. To alleviate the adverse impacts of the eight -year study across U. S. , the author proposes to regard curriculum development as an intellectual enterprise, to encourage teachers to do continually advanced study in the arts, science and humanities, and meanwhile to lay solid foundation for curriculum reconceptualization by integrating intellectual experimentation and institutional experimentation.
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