The purpose of this paper was to probe curricular language from linguistic analysis to mythopoetic meaning. Firstly, to describe traditional linguistic analysis of curricular language. Secondly, to explore mythopoetic meaning of curricular linguistic text. Thirdly, to analyze curricular language from curriculum development to understanding curriculum. Finally, according to above discussions, the author attempted to provide perspectives of curricular language. In conclusion, the mythopoetic genre of curriculum theorizing encompasses a broad range of intertwined perspectives such as narrative and autobiography, psychoanalysis, aesthetics, and spirituality. The capacities of mythopoesis will help us to feel, to empathize, to imagine, and to reflect on the larger purposes and meanings of our life. Faced with so many problems in current curriculum issues, we all need deeply reflected curricular language of backward and forward, so it will benefit our curriculum reforms.
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