本文選題：教學(xué)論 + 研究�。� 參考：《當(dāng)代教育與文化》2017年01期

【摘要】：關(guān)于"教學(xué)是什么"的"教學(xué)本質(zhì)"追問是一種簡單化的思維方式,這種思維方式制約著教學(xué)論學(xué)科研究的空間。既有教學(xué)論研究框架的形成有三個(gè)來源,一是被機(jī)械化的馬克主義哲學(xué),二是既有教育學(xué)的學(xué)科研究框架,三是心理學(xué)相關(guān)研究成果的簡單移植。這三個(gè)來源使教學(xué)論學(xué)科發(fā)展具有先天性的不足。關(guān)于"怎樣"的教學(xué)論研究將帶來教學(xué)論學(xué)科的"向上"和"向下"的兩個(gè)路徑的轉(zhuǎn)向。其向上發(fā)展的路徑是思考教學(xué)"應(yīng)當(dāng)怎樣"的教學(xué)倫理研究,其向下發(fā)展的路徑形成描述或解釋取向的實(shí)踐教學(xué)論研究。
[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.
【作者單位】： 南京師范大學(xué)課程與教學(xué)研究所;
【基金】：江蘇高校優(yōu)勢學(xué)科建設(shè)工程資助項(xiàng)目 江蘇省教育廳“基于測試分析的跟進(jìn)改革重大研究項(xiàng)目(2015JYKTZD-02)”支助
【分類號】：G42

【參考文獻(xiàn)】

相關(guān)期刊論文 前6條

1 金生，

本文編號：1920832