教学论研究的理论自信:含义、内容及实现路径

发布时间：2018-05-07 22:36

本文选题：教学论研究 + 理论自信　；参考：《课程.教材.教法》2014年01期

【摘要】：理论自信不足,是我国教学论面临危机和遭受质疑的原因之一。教学论研究的理论自信是指教学论研究主体对其所从事的教学理论和教学实践研究应有一定的专业自信,包括确定研究问题的真实性、选择研究方法的合理性、执行研究过程的规范性、得出研究结论的科学性以及所得出的研究结论之于我国教学理论发展和教学实践改善的建设性等几个方面。教学论研究的理论自信不能仅仅停留在理性思考和良好愿望的层面上,需要教学论研究主体守持专业信念,履行专业责任、确定研究问题、选择研究方法、规范开展研究、客观呈现研究结论。
[Abstract]:The lack of theoretical self-confidence is one of the reasons why Chinese teaching theory is facing crisis and being questioned. The theoretical self-confidence of teaching theory research means that the subject of teaching theory research should have certain professional confidence in the teaching theory and teaching practice research, including determining the authenticity of the research problem and choosing the rationality of the research method. The standardization of the research process, the scientific nature of the research conclusions and the constructive aspects of the research conclusions to the development of teaching theory and the improvement of teaching practice in China are obtained. The theoretical self-confidence of teaching theory research can not only stay on the level of rational thinking and good wish, but also need the subject of teaching theory research to adhere to professional belief, to fulfill professional responsibility, to determine research problems, to select research methods, and to standardize research. Objective presentation of the conclusions of the study.
【作者单位】：西北师范大学西北少数民族教育发展研究中心;
【基金】：全国教育科学“十一五”规划2011教育部青年项目课题“学校传承民族文化的有效途径研究”(课题批准号:EMA110407)的研究成果之一西北师范大学2011年青年教师科研能力提升计划项目(SKQNGG11015)的研究成果之一
【分类号】：G420

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