近30年来我国教学理论研究的主要特点分析
发布时间：2018-08-19 08:43
【摘要】：近30年我国的教学理论研究呈现出六个特点:20世纪80年代是国外教学理论研究的活跃期;90年代的研究重点是学科教学理论;近10年的最大热点是建构主义教学理论;教学理论的应用研究呈现上升趋势;对我国古代及近代的教学理论研究缺乏热情;教学理论的本体研究和建构相对薄弱。为此,在今后的研究中,研究者要提升自己的理解力,克服教学理论研究中的无"根"倾向,教学理论研究要有容他性、整合性,对国外教学理论研究要有持续性、开放性和整体性,研究方法避免将观察归纳和思辨演绎割裂。
[Abstract]:In recent 30 years, the study of teaching theory in our country shows six characteristics: the eighties of the 20th century is the active period of the study of foreign teaching theory and the focal point of the research in the 1990s is the discipline teaching theory, the biggest hot spot in the past 10 years is the constructivism teaching theory. The applied research of teaching theory shows an upward trend; lack of enthusiasm for the study of teaching theory in ancient and modern China; the ontology research and construction of teaching theory is relatively weak. Therefore, in the future research, researchers should improve their understanding, overcome the tendency of "no root" in the research of teaching theory, study teaching theory should be inclusive, integrated, and be sustainable to the research of foreign teaching theory. Openness and integrity, research methods avoid the observation of inductive and speculative deductive separation.
【作者单位】： 哈尔滨师范大学教育科学学院;
【分类号】：G420
[Abstract]:In recent 30 years, the study of teaching theory in our country shows six characteristics: the eighties of the 20th century is the active period of the study of foreign teaching theory and the focal point of the research in the 1990s is the discipline teaching theory, the biggest hot spot in the past 10 years is the constructivism teaching theory. The applied research of teaching theory shows an upward trend; lack of enthusiasm for the study of teaching theory in ancient and modern China; the ontology research and construction of teaching theory is relatively weak. Therefore, in the future research, researchers should improve their understanding, overcome the tendency of "no root" in the research of teaching theory, study teaching theory should be inclusive, integrated, and be sustainable to the research of foreign teaching theory. Openness and integrity, research methods avoid the observation of inductive and speculative deductive separation.
【作者单位】： 哈尔滨师范大学教育科学学院;
【分类号】：G420
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