教学论发展的方法论研究

发布时间：2018-05-26 02:54

本文选题：教学论 + 方法论　；参考：《西南大学》2012年博士论文

【摘要】：人是理性的存在,是一种反思性的存在。人对教学现象和教学活动进行理性思索的结果表现为教学论。因而,教学论本身是理性的存在。目前,在教学论的发展中,存在着诸多问题亟待解决,教学论作为理性的存在本身也需要不断地自我批判与反思。据此,本研究基于现实中教学论的困境以及自我反思的需要,以方法论为视角综合运用文献研究法、历史研究法、比较研究法、逻辑分析法等,对教学论的发展进行系统而深入的研究。全文共分为六个部分：第一部分导论。中国教学论从严格意义上是“舶来品”。近年来,不断出现构建中国特色的教学论体系、发展本土化教学论的声音。究竟中国传统教育思想中是否有本土特色的教学论传承?中国教学论的历史发展是怎样的?与世界教学论发展是否具有共同的发展规律?解答这些问题就能够为中国现代教学论的发展提供可借鉴的启示。本部分主要介绍了研究的源起、相关研究综述、研究的目的及意义、研究思路与方法、研究的重难点与创新点。第二部分教学论考辩。教学活动是人类特有的社会活动,自原始社会起,就有了教学活动。在漫长的历史进程中,教学活动随着社会的演进而改变,随着社会实践的发展而发展。那么就有必要梳理中外关于教学论基本观念的演变,明确教学论的内涵。不同的教学论内涵所映射的是背后的思维方式的不同,即方法论的不同。那么就必须明确本研究的视角——方法论的含义与定位。在本研究中,教学论作为一门学科,对国外教学思想、教学理论的梳理与考察也是在学科意识之下进行的研究。本研究根据研究目的确定方法论的定位：仅在哲学方法论层面对教学论进行历史考察。第三部分从方法论看国外教学论的发展。教学论的不断科学化的进程就是人类关于教学的观念、思想不断成熟,逐步由感性上升至理性,并且不断理性的过程。本部分对国外教学论发展的研究将以理性为线索,以哲学视域中的理性主义方法论为侧面进行梳理与分析。国外教学论的发展经历以下几个阶段：第一,前理性时期。代表思想是智者派的教学思想、柏拉图的教学思想和经院哲学流派的教学思想。第二,理性的启蒙与确立时期。代表思想是培根经验论哲学下的教学思想、夸美纽斯的《大教学论》的教学思想。第三,理性自觉时期。理性主义的发展为教学论提供了新的方法论基础。代表人物是赫尔巴特的教学思想。第四,理性发展的茫然时期。欧洲的新教育运动和美国的进步主义教育等在19世纪末20世纪初教育教学的矛盾与斗争、困惑与抉择中发展。多种哲学思想成为教学论的方法论基础,在理性与非理性的道路上,教学论学科面临着更多的困惑而呈现出茫然的状态。第五,理性的“理性”发展时期。教学论的发展不再局限于哲学方法论的基础作用。教学论在理性与非理性、科学与人文之间做出了理性的思考与抉择。教学论进入了新的发展阶段。第四部分中国教学论的方法论追寻。尽管许多学者认为,中国教学论是“舶来品”。但是,在漫长的中国教育发展史中,依然存在着丰厚的具有现代价值的教学思想需要人们去挖掘与认识、传承与发展。本部分以1860年鸦片战争,中国打开国门,教学论面临着时代的冲击与发展为分割点,将中国教学论分为传统教学论与现代教学论两部分分别进行探讨。中国传统教学论中朴素的辩证法思想、人性观是教学论思想的哲学基础,天启式论断和类推式逻辑为教学论思想的逻辑线索,他们都共同构成传统教学论的方法论推动中国传统教学论的发展。中国现代教学论在被动的接受与主动的建构过程中,始终以借鉴和学习为主要的教学论发展模式。其中,方法论表现为一元的马克思主义哲学方法论和多元的哲学思想。这样中国教学论的发展是在继承传统的基础上,不断寻求科学化的发展道路。第五部分中外教学论的方法论比较。中外教学论的发展在方法论层面的共性表现为追求“存在者”的实体思维与关注“辩证”的关系思维；个性表现为方法论数量的一元与多元、方法论运思的内省与外察、方法论所持之本不同三个方面。事物都是因为比较而显其自身价值,这是辩证唯物主义的一个基本观点。通过比较,阐明中外教学论发展中的共性与个性,并深层次地挖掘其背后的方法论根源,以便更好地借鉴先进的或者更加成熟的教学论思想,推动中国教学论学科的建设与发展。方法论的比较为探寻教学论发展的规律做铺垫。探寻教学论发展的规律,一方面可以促使人们按照教学论发展的基本规律进行教学论研究；另一方面明确教学论的发展规律能够深化对教学论的认识,为教学论的未来发展创造更好的条件。教学论发展的规律表现为：教学论发展是从感性认识到理性认识螺旋上升的过程、教学实践和教学认识的矛盾是教学论发展的根本动力、实践关系是教学论发展过程中一切关系的基础、对本质与规律的探寻是教学论发展的永恒主题。第六部分教学论发展的生长点。回顾世界教学论发展的历史,理性与科学是教学论发展的必经之路,且必然会是教学论发展过程中的主旋律。本部分就以中国教学论的特点为起点,在探讨可能的成因基础上,阐明教学论发展的生长点。生长点是教学论发展的关键问题。抓住这个关键,就能为教学论的发展开辟广阔的道路,从而在最大限度内促进教学论的发展。纵观历史上教学论领域的每次重大突破和革新,都是源于生长点的重大突破和重新抉择。教学论外部发展的根本助力——方法论必然会为教学论的发展提供线索,教学实践活动和教学论本身的特点也会为教学论发展新的生长点有所启示。学科体系是一门学科成熟与发展的标志,因此,从教学论学科体系的维度探讨教学论的未来发展也是重要的路径之一。教学论的实践性、教学研究方法论的成熟与建立、以“学”为逻辑起点的教学论学科体系可能会成为教学论发展新的生长点。本研究的创新之处表现在两个方面：一是研究视角的创新。从方法论的角度对教学论的历史与存在进行考察,期望通过这样的研究对现代教学论的学科建设与发展有所助益。以研究者所掌握的资料来看,从方法论的角度全面考察、比较中外教学论是首次。二是观点的创新。从方法论的角度思考教学论的历史发展、现实存在与未来走向,与其他的视角去审视教学论,会对教学论的发展和走向提供启示。关注教学论的实践性、教学研究方法论的基础学科的发展与成熟、以“学”为逻辑起点建构教学论学科体系成为教学论学科发展的新的生长点。
[Abstract]:Man is the existence of reason and a kind of reflective existence. The result of man's rational thinking about teaching phenomena and teaching activities is shown as teaching theory. Therefore, teaching theory itself is a rational existence. At present, in the development of teaching theory, there are many problems to be solved urgently. Teaching theory, as a rational existence itself, needs to keep self approval. On the basis of the predicament of teaching theory in reality and the need of self reflection, this study makes a systematic and in-depth study of the development of teaching theory by using literature research method, historical research method, comparative research method and logical analysis method from the perspective of methodology.
The full text is divided into six parts:
The first part is an introduction. In the strict sense, Chinese teaching theory is "imported". In recent years, there has been a continuous development of Chinese characteristic teaching theory and the sound of localization of teaching theory. Whether the development has a common law of development? Answers to these questions can provide reference for the development of modern Chinese teaching theory. This part mainly introduces the origin of the research, the related research review, the purpose and significance of the research, the research ideas and methods, the difficult and difficult and innovative points of the research.
The second part of the teaching theory is an examination. Teaching activity is a unique social activity of mankind. Teaching activities have been carried out since the primitive society. In the long history of history, teaching activities have changed with the evolution of society and developed with the development of social practice. Then it is necessary to sort out the evolution of the basic concepts of teaching theory and clear teaching. The connotation of the theory is the difference in the way of thinking, that is, the difference of the way of thinking, that is, the meaning and orientation of the methodology of this study. In this study, teaching theory is a subject, and the theory of teaching and learning in foreign countries is also the subject consciousness. Based on the purpose of the study, we determined the orientation of methodology: a historical survey of teaching theory only at the level of philosophical methodology.
The third part looks at the development of the foreign teaching theory from the methodology. The continuous scientific process of teaching theory is human's concept of teaching, the thought is maturing, and the process of rising from sensibility to reason and constantly rational. The research on the development of foreign teaching theory in this part will be rational as the clue and rationalism in the philosophical view. The development of foreign teaching theory goes through the following stages: first, the former rational period. The representative thought is the thought of the wise school, the teaching thought of Platon and the teaching thought of the scholasticism school. Second, the rational enlightenment and the establishment time. The representative thought is the teaching under the philosophy of Bacon's empiricism. Third, the development of rationalism provides a new basis for the methodology of teaching. The representative figures are Herbart's teaching thought. Fourth, the blank period of rational development. The new education movement in Europe and the progressive education in the United States in the late nineteenth Century 20. The contradictions and struggles of education and teaching in the early period of the period, the confusion and the development of choice. Many philosophical ideas have become the basis of methodology of teaching theory. On the road of rationality and irrationality, teaching theory is faced with more puzzles. Fifth, rational "rational" development period. The development of teaching theory is no longer limited to philosophical side. Teaching theory has made rational thinking and choice between rationality and irrationality, science and humanity. Teaching theory has entered a new stage of development.
The fourth part is the methodology of Chinese teaching theory. Although many scholars believe that Chinese teaching theory is "imported", but in the long history of Chinese education, there are still rich and modern teaching ideas that need people to dig and understand, inherit and develop. This part is opened in the Opium War of 1860 and China opened. The teaching theory faces the impact and development of the times as the dividing point. It divides Chinese teaching theory into two parts, the traditional teaching theory and the modern teaching theory. The traditional dialectic thought in Chinese traditional teaching theory, the view of human nature as the philosophical foundation of the teaching theory, the logic of the apocalyptic and the analogical logic as the logic of the teaching theory. The clue, they all together constitute the traditional pedagogy of methodology to promote the development of Chinese traditional teaching theory. In the process of passive acceptance and active construction, Chinese modern teaching theory has always used for reference and learning as the main teaching theory development model. Among them, methodology is represented by Marx philosophy methodology and multi Philosophy of one yuan. In this way, the development of Chinese teaching theory is based on the inheritance of tradition and seeks for a scientific way of development.
The fifth part is the comparison of methodology of Chinese and foreign teaching theory. The common manifestation of the development of Chinese and foreign teaching theory at the methodology level is to pursue the relationship thinking between the entity thinking and the "Dialectic" of "the existence"; the individuality is the one and the pluralism of the quantity of methodology, the internal and external inspection of the methodology, and the three different methods held in the methodology. It is a basic point of dialectical materialism. It is a basic point of dialectical materialism. Through comparison, it clarifies the commonness and individuality of the development of Chinese and foreign teaching theory, and deeply excavates the root of the methodology behind it, so as to better learn from the advanced or more mature teaching theory and promote the Chinese teaching theory. The construction and development of discipline. The comparison of methodology is to paving the way for the development of teaching theory and exploring the law of the development of teaching theory. On the one hand, it can encourage people to study the teaching theory according to the basic laws of the development of teaching theory. On the other hand, it is clear that the law of development of teaching theory can deepen the understanding of teaching theory, and it is not teaching theory. The law of the development of teaching theory shows that the development of teaching theory is that the development of teaching theory is the process of spiral rise from perceptual knowledge to rational cognition, the contradiction between teaching practice and knowledge is the fundamental motive force of the development of teaching theory, and the practice relationship is the foundation of a relationship in the course of the development of teaching theory, and the exploration of the essence and the law is the exploration of the essence and the law The eternal theme of the development of teaching theory.
The sixth part of the development of teaching theory. Review the history of the development of world teaching theory, reason and science are the only way to the development of teaching theory, and will inevitably be the main theme in the course of the development of teaching theory. This part takes the characteristics of Chinese teaching theory as the starting point, and expounds the growth point of the development of teaching theory on the basis of exploring possible causes. Long point is the key problem in the development of teaching theory. To seize this key, we can open up a broad road for the development of teaching theory, and promote the development of teaching theory to the maximum extent. In the past, the major breakthroughs and reschoices of every time in the field of teaching theory are the major breakthroughs and reschoices from the point of growth. The root of the external development of teaching theory is the root of the development of teaching theory. The method theory is bound to provide clues for the development of teaching theory. The characteristics of teaching practice and teaching theory can also enlighten the development of teaching theory. The discipline system is a symbol of maturity and development of a subject. Therefore, it is also important to explore the future development of teaching theory from the dimension of the subject system of teaching theory. One of the paths. The practicality of teaching theory, the maturity and establishment of the methodology of teaching research, the teaching theory system with "learning" as the logical starting point may become a new growth point for the development of teaching theory.
The innovation of this study is manifested in two aspects: first, the innovation of the research perspective. The study of the history and existence of teaching theory from the perspective of methodology is expected to be helpful to the construction and development of modern teaching theory. The Chinese and foreign teaching theory is the first. Two is the innovation of view. From the perspective of methodology, it thinks about the historical development of teaching theory, the reality and the future, and the other perspectives to examine the teaching theory. It will provide enlightenment for the development and trend of teaching theory. "Learning" as a logical starting point to construct the discipline system of teaching theory has become a new growth point in the development of teaching theory.
【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G420

【引证文献】