第一编 后现代情境下课程意识的解构与重建
Consciousness and Curriculum Capacity：On Virtual vs． Embodied Experience
后现代情境下的课程纷争与课程意识的重建
Social Epistemology：Reason，and Consciousness as Historical Events
解构理性系统——Thomas S．Popkewitz的世界主义课程研究述评
The Curriculum Construction through Social Contours in the Second
Decade from the Perspective of Internationalization in the 21 st Century
Alternatives to Globalization and Standardization of Curriculum and Instruction
“The Enlightenment was a Huge Pedagogic Project”：Reconsidering
the Legacies of Anglo—American Curriculum，North European
Bildung，and Chinese Wisdom Traditions amidst the Current
Economic，Educational and Social Crisis
第二编 后现代语境下课程建构的理论与实践
The Curriculum Practical Construction：A Local Perspective from the Research of School External Evaluation System
学校课程建设的建议
Toward a Multidimensional Concept of Curriculum：Understanding Curriculum as Phenomenon，Field and Design
农村小学校本课程建构的实践探索——以重庆复兴小学农村儿童线描画校本课程为例
聚焦学习经验的学校课程共同体探究
把校园还给孩子，让“爱意”浸润校园——金华市金东区实验小学“爱的教育”课程简介一
新课程导向的教师专业发展之名师工作室模式
新课程背景下教学自主权的内涵及实现
Primary and Secondary School Teachers’Difficulties in Learning Curriculum Evaluation：The Hong Kong Experience
Theorv and Research in Metacognition & Reflective Self-Assessment of Learning
论稳态与生命活动高度有序性的统一
教材的多维度解读——以教科版《思想品德》教材为例
Too Shy to Write?A Critical Approach to Writing Curriculum for an Authorial Identity
医学决策对教学决策的启示
课程能力建构中的政治运作意识与能力——谈课程政策运作中的社会资本运转
High—stakes Accountability：StimulUS or Barrier tO Curriculum Development and Innovation in Chinese Middle Schools?
课程改革的公共治理机制：社会公益组织的视角
效率或共识?课程改革方略研究
后记