本文選題：教學論研究 + 專家情結(jié)　； 參考：《中國教育學刊》2013年03期

【摘要】：教學論研究者在進入研究現(xiàn)場表現(xiàn)出來的"專家情結(jié)"和"怨婦情結(jié)",是中小學教師反感、排斥教學論研究者的主要原因之一。教學論研究者秉持的兩種錯誤觀念是導(dǎo)致這兩種病態(tài)情結(jié)的內(nèi)在根源:一是將理論指導(dǎo)實踐等同于理論工作者指導(dǎo)實踐工作者;二是將教學規(guī)律混同于教學規(guī)則。教學論研究者需要正視自身知識結(jié)構(gòu)的局限性,戒除"專家情結(jié)",同時充分認識到教學實踐的復(fù)雜性,戒除"怨婦情結(jié)"。"教學論專家"既不是教學理論的專家,更不是教學實踐的專家,而是擅長做教學研究的專家。
[Abstract]:The "expert complex" and "grieving women complex", which the researchers of teaching theory show in the field of study, are one of the main reasons why primary and secondary school teachers dislike and reject the researchers of teaching theory. The two wrong ideas held by the researchers of teaching theory are the internal root of the two morbid complex: one is to equate the theory guidance practice with the theory worker to guide the practice worker, the other is to mix the teaching law with the teaching rule. The researchers of teaching theory should face up to the limitation of their knowledge structure, give up the "expert complex", fully realize the complexity of teaching practice, and give up the "grievance complex". " The experts of teaching theory are not experts in teaching theory, not experts in teaching practice, but experts who are good at teaching research.
【作者單位】： 北京師范大學教育學部;
【分類號】：G420

【共引文獻】

相關(guān)期刊論文 前10條

1 王篤勤,卜煥芳;自主學習與教材把握[J];北京廣播電視大學學報;2001年04期

2 劉e，

本文編號：2053378