may have been thrust in to the book because the volume represents the culmination of Green’s work on curriculum. While it parallels and enhances the arguments made elsewhere in the book, the chapter itself does not contribute to the project of “bridging” curriculum theory and English Education. This is a book which is essential reading for any academic working in the field who is interested in what we teach our children and why. I would hesitate to recommend it to the average reader on the basis of Part I, in which the significant and exhaustive engagement with theory and theorists assumes a level of competence across a wide range. Green is clearly drawing on a lifetime of deep thought and extensive learning. The book is thought-provoking and well-written, but it requires reading with a library of reference material accessible to you in order to catch some of the intricate and intellectual value. I found plenty to interest me without that library instantly to hand, but then in every chapter I also gained a lengthy list of references to follow up to fully grasp the nuances. The second half of the book, which deals directly with curriculum in English, is more accessible and draws less heavily on theorists. The text is still dense – both in terms of ideas and the writing that surrounds them – but the topics are clearly exemplified with reference to familiar English situations. It feels wrong to suggest that many readers would only want to read the second half of the book, but it is a suggestion it would feel wrong not to make. There are two specific chapters which I feel would be of interest to current teachers, and surprisingly the first of these is not one in Part II of the book. It is the chapter which explores the lessons which curriculum inquiry can draw from communication studies. Considering curriculum as text, looking at themethods of (re)presentation within it, realising themedium is themessage: all of these can help to consider the curriculum as a constructed thing, not a neutral container of knowledge. The second chapter of interest is one which then turns to the question of knowledge in English, asking if it is a “knowledge subject” in the same way as others. In England this is a question of immediate topical significance, given changes in the school inspection framework, but also in the public discourses around education; it is a question which concerns all English teachers everywhere as we consider what it is, exactly, we are teaching.

中文翻译：

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严肃游戏：识字、学习和数字游戏

可能是因为这本书代表了格林在课程方面的工作的高潮。虽然它与本书其他地方提出的论点平行并加强了它，但本章本身并没有对“桥接”课程理论和英语教育的项目做出贡献。这本书对于该领域的任何学术工作者来说都是必不可少的读物，他们对我们教给孩子的内容和原因感兴趣。在第一部分的基础上，我会犹豫向普通读者推荐它，其中对理论和理论家的重要和详尽的参与假定了广泛的能力水平。格林显然是在利用一生的深入思考和广泛学习。这本书发人深省，写得很好，但它需要阅读一个您可以访问的参考资料库，以获取一些复杂的知识价值。我发现了很多让我感兴趣的东西，而无需立即使用该库，但随后在每一章中，我还获得了一份冗长的参考文献列表，以便跟进以完全掌握其中的细微差别。这本书的后半部分直接涉及英语课程，更容易理解，对理论家的关注较少。文本仍然很密集——无论是在思想还是围绕它们的写作方面——但参考熟悉的英语情况清楚地举例说明了主题。建议许多读者只想阅读本书的后半部分，这感觉是错误的，但不提出又是错误的建议。我觉得现在的教师会感兴趣的有两个具体章节，令人惊讶的是，其中第一章不是本书第二部分的章节。这一章探讨了课程探究可以从传播研究中汲取的教训。将课程视为文本，查看其中的（重新）呈现的方法，意识到主题就是信息：所有这些都有助于将课程视为构建的事物，而不是知识的中性容器。感兴趣的第二章是关于英语知识的问题，像其他人一样询问它是否是“知识主题”。在英格兰，鉴于学校检查框架的变化以及围绕教育的公共话语的变化，这是一个具有直接意义的问题；