“是什么”抑或“怎样”:教学论研究的思维转向

发布时间：2018-05-21 21:12

本文选题：教学论 + 研究　；参考：《当代教育与文化》2017年01期

【摘要】：关于"教学是什么"的"教学本质"追问是一种简单化的思维方式,这种思维方式制约着教学论学科研究的空间。既有教学论研究框架的形成有三个来源,一是被机械化的马克主义哲学,二是既有教育学的学科研究框架,三是心理学相关研究成果的简单移植。这三个来源使教学论学科发展具有先天性的不足。关于"怎样"的教学论研究将带来教学论学科的"向上"和"向下"的两个路径的转向。其向上发展的路径是思考教学"应当怎样"的教学伦理研究,其向下发展的路径形成描述或解释取向的实践教学论研究。
[Abstract]:It is a simplistic way of thinking to inquire about the essence of teaching, which restricts the space of the subject research of teaching theory. There are three sources for the formation of the research framework of the existing teaching theory, one is the mechanized philosophy of Mark, the other is the framework of the subject research of the existing pedagogy, and the third is the simple transplantation of the related research results of psychology. These three sources make the subject development of teaching theory have congenital deficiency. The study of "how" will lead to the turning of the two paths of "upward" and "downward" in the subject of pedagogy. The way of its upward development is the study of teaching ethics which thinks about the teaching "how to", and the way of its downward development forms the practical teaching theory research which describes or interprets the orientation.
【作者单位】：南京师范大学课程与教学研究所;
【基金】：江苏高校优势学科建设工程资助项目江苏省教育厅“基于测试分析的跟进改革重大研究项目(2015JYKTZD-02)”支助
【分类号】：G42

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