本文選題：教學(xué)論 + 方法論�。� 參考：《西南大學(xué)》2012年博士論文

【摘要】：人是理性的存在,是一種反思性的存在。人對教學(xué)現(xiàn)象和教學(xué)活動(dòng)進(jìn)行理性思索的結(jié)果表現(xiàn)為教學(xué)論。因而,教學(xué)論本身是理性的存在。目前,在教學(xué)論的發(fā)展中,存在著諸多問題亟待解決,教學(xué)論作為理性的存在本身也需要不斷地自我批判與反思。據(jù)此,本研究基于現(xiàn)實(shí)中教學(xué)論的困境以及自我反思的需要,以方法論為視角綜合運(yùn)用文獻(xiàn)研究法、歷史研究法、比較研究法、邏輯分析法等,對教學(xué)論的發(fā)展進(jìn)行系統(tǒng)而深入的研究。 全文共分為六個(gè)部分： 第一部分導(dǎo)論。中國教學(xué)論從嚴(yán)格意義上是“舶來品”。近年來,不斷出現(xiàn)構(gòu)建中國特色的教學(xué)論體系、發(fā)展本土化教學(xué)論的聲音。究竟中國傳統(tǒng)教育思想中是否有本土特色的教學(xué)論傳承?中國教學(xué)論的歷史發(fā)展是怎樣的?與世界教學(xué)論發(fā)展是否具有共同的發(fā)展規(guī)律?解答這些問題就能夠?yàn)橹袊F(xiàn)代教學(xué)論的發(fā)展提供可借鑒的啟示。本部分主要介紹了研究的源起、相關(guān)研究綜述、研究的目的及意義、研究思路與方法、研究的重難點(diǎn)與創(chuàng)新點(diǎn)。 第二部分教學(xué)論考辯。教學(xué)活動(dòng)是人類特有的社會活動(dòng),自原始社會起,就有了教學(xué)活動(dòng)。在漫長的歷史進(jìn)程中,教學(xué)活動(dòng)隨著社會的演進(jìn)而改變,隨著社會實(shí)踐的發(fā)展而發(fā)展。那么就有必要梳理中外關(guān)于教學(xué)論基本觀念的演變,明確教學(xué)論的內(nèi)涵。不同的教學(xué)論內(nèi)涵所映射的是背后的思維方式的不同,即方法論的不同。那么就必須明確本研究的視角——方法論的含義與定位。在本研究中,教學(xué)論作為一門學(xué)科,對國外教學(xué)思想、教學(xué)理論的梳理與考察也是在學(xué)科意識之下進(jìn)行的研究。本研究根據(jù)研究目的確定方法論的定位：僅在哲學(xué)方法論層面對教學(xué)論進(jìn)行歷史考察。 第三部分從方法論看國外教學(xué)論的發(fā)展。教學(xué)論的不斷科學(xué)化的進(jìn)程就是人類關(guān)于教學(xué)的觀念、思想不斷成熟,逐步由感性上升至理性,并且不斷理性的過程。本部分對國外教學(xué)論發(fā)展的研究將以理性為線索,以哲學(xué)視域中的理性主義方法論為側(cè)面進(jìn)行梳理與分析。國外教學(xué)論的發(fā)展經(jīng)歷以下幾個(gè)階段：第一,前理性時(shí)期。代表思想是智者派的教學(xué)思想、柏拉圖的教學(xué)思想和經(jīng)院哲學(xué)流派的教學(xué)思想。第二,理性的啟蒙與確立時(shí)期。代表思想是培根經(jīng)驗(yàn)論哲學(xué)下的教學(xué)思想、夸美紐斯的《大教學(xué)論》的教學(xué)思想。第三,理性自覺時(shí)期。理性主義的發(fā)展為教學(xué)論提供了新的方法論基礎(chǔ)。代表人物是赫爾巴特的教學(xué)思想。第四,理性發(fā)展的茫然時(shí)期。歐洲的新教育運(yùn)動(dòng)和美國的進(jìn)步主義教育等在19世紀(jì)末20世紀(jì)初教育教學(xué)的矛盾與斗爭、困惑與抉擇中發(fā)展。多種哲學(xué)思想成為教學(xué)論的方法論基礎(chǔ),在理性與非理性的道路上,教學(xué)論學(xué)科面臨著更多的困惑而呈現(xiàn)出茫然的狀態(tài)。第五,理性的“理性”發(fā)展時(shí)期。教學(xué)論的發(fā)展不再局限于哲學(xué)方法論的基礎(chǔ)作用。教學(xué)論在理性與非理性、科學(xué)與人文之間做出了理性的思考與抉擇。教學(xué)論進(jìn)入了新的發(fā)展階段。 第四部分中國教學(xué)論的方法論追尋。盡管許多學(xué)者認(rèn)為,中國教學(xué)論是“舶來品”。但是,在漫長的中國教育發(fā)展史中,依然存在著豐厚的具有現(xiàn)代價(jià)值的教學(xué)思想需要人們?nèi)ネ诰蚺c認(rèn)識、傳承與發(fā)展。本部分以1860年鴉片戰(zhàn)爭,中國打開國門,教學(xué)論面臨著時(shí)代的沖擊與發(fā)展為分割點(diǎn),將中國教學(xué)論分為傳統(tǒng)教學(xué)論與現(xiàn)代教學(xué)論兩部分分別進(jìn)行探討。中國傳統(tǒng)教學(xué)論中樸素的辯證法思想、人性觀是教學(xué)論思想的哲學(xué)基礎(chǔ),天啟式論斷和類推式邏輯為教學(xué)論思想的邏輯線索,他們都共同構(gòu)成傳統(tǒng)教學(xué)論的方法論推動(dòng)中國傳統(tǒng)教學(xué)論的發(fā)展。中國現(xiàn)代教學(xué)論在被動(dòng)的接受與主動(dòng)的建構(gòu)過程中,始終以借鑒和學(xué)習(xí)為主要的教學(xué)論發(fā)展模式。其中,方法論表現(xiàn)為一元的馬克思主義哲學(xué)方法論和多元的哲學(xué)思想。這樣中國教學(xué)論的發(fā)展是在繼承傳統(tǒng)的基礎(chǔ)上,不斷尋求科學(xué)化的發(fā)展道路。 第五部分中外教學(xué)論的方法論比較。中外教學(xué)論的發(fā)展在方法論層面的共性表現(xiàn)為追求“存在者”的實(shí)體思維與關(guān)注“辯證”的關(guān)系思維；個(gè)性表現(xiàn)為方法論數(shù)量的一元與多元、方法論運(yùn)思的內(nèi)省與外察、方法論所持之本不同三個(gè)方面。事物都是因?yàn)楸容^而顯其自身價(jià)值,這是辯證唯物主義的一個(gè)基本觀點(diǎn)。通過比較,闡明中外教學(xué)論發(fā)展中的共性與個(gè)性,并深層次地挖掘其背后的方法論根源,以便更好地借鑒先進(jìn)的或者更加成熟的教學(xué)論思想,推動(dòng)中國教學(xué)論學(xué)科的建設(shè)與發(fā)展。方法論的比較為探尋教學(xué)論發(fā)展的規(guī)律做鋪墊。探尋教學(xué)論發(fā)展的規(guī)律,一方面可以促使人們按照教學(xué)論發(fā)展的基本規(guī)律進(jìn)行教學(xué)論研究；另一方面明確教學(xué)論的發(fā)展規(guī)律能夠深化對教學(xué)論的認(rèn)識,為教學(xué)論的未來發(fā)展創(chuàng)造更好的條件。教學(xué)論發(fā)展的規(guī)律表現(xiàn)為：教學(xué)論發(fā)展是從感性認(rèn)識到理性認(rèn)識螺旋上升的過程、教學(xué)實(shí)踐和教學(xué)認(rèn)識的矛盾是教學(xué)論發(fā)展的根本動(dòng)力、實(shí)踐關(guān)系是教學(xué)論發(fā)展過程中一切關(guān)系的基礎(chǔ)、對本質(zhì)與規(guī)律的探尋是教學(xué)論發(fā)展的永恒主題。 第六部分教學(xué)論發(fā)展的生長點(diǎn)�；仡櫴澜缃虒W(xué)論發(fā)展的歷史,理性與科學(xué)是教學(xué)論發(fā)展的必經(jīng)之路,且必然會是教學(xué)論發(fā)展過程中的主旋律。本部分就以中國教學(xué)論的特點(diǎn)為起點(diǎn),在探討可能的成因基礎(chǔ)上,闡明教學(xué)論發(fā)展的生長點(diǎn)。生長點(diǎn)是教學(xué)論發(fā)展的關(guān)鍵問題。抓住這個(gè)關(guān)鍵,就能為教學(xué)論的發(fā)展開辟廣闊的道路,從而在最大限度內(nèi)促進(jìn)教學(xué)論的發(fā)展�？v觀歷史上教學(xué)論領(lǐng)域的每次重大突破和革新,都是源于生長點(diǎn)的重大突破和重新抉擇。教學(xué)論外部發(fā)展的根本助力——方法論必然會為教學(xué)論的發(fā)展提供線索,教學(xué)實(shí)踐活動(dòng)和教學(xué)論本身的特點(diǎn)也會為教學(xué)論發(fā)展新的生長點(diǎn)有所啟示。學(xué)科體系是一門學(xué)科成熟與發(fā)展的標(biāo)志,因此,從教學(xué)論學(xué)科體系的維度探討教學(xué)論的未來發(fā)展也是重要的路徑之一。教學(xué)論的實(shí)踐性、教學(xué)研究方法論的成熟與建立、以“學(xué)”為邏輯起點(diǎn)的教學(xué)論學(xué)科體系可能會成為教學(xué)論發(fā)展新的生長點(diǎn)。 本研究的創(chuàng)新之處表現(xiàn)在兩個(gè)方面：一是研究視角的創(chuàng)新。從方法論的角度對教學(xué)論的歷史與存在進(jìn)行考察,期望通過這樣的研究對現(xiàn)代教學(xué)論的學(xué)科建設(shè)與發(fā)展有所助益。以研究者所掌握的資料來看,從方法論的角度全面考察、比較中外教學(xué)論是首次。二是觀點(diǎn)的創(chuàng)新。從方法論的角度思考教學(xué)論的歷史發(fā)展、現(xiàn)實(shí)存在與未來走向,與其他的視角去審視教學(xué)論,會對教學(xué)論的發(fā)展和走向提供啟示。關(guān)注教學(xué)論的實(shí)踐性、教學(xué)研究方法論的基礎(chǔ)學(xué)科的發(fā)展與成熟、以“學(xué)”為邏輯起點(diǎn)建構(gòu)教學(xué)論學(xué)科體系成為教學(xué)論學(xué)科發(fā)展的新的生長點(diǎn)。
[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.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2012
【分類號】：G420

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 代抒娉;獨(dú)立與糾纏：1949-1977年中國課程與教學(xué)論發(fā)展的研究[D];山西師范大學(xué);2014年

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本文編號：1935670