“大教育学”范式下教学论发展的困境与出路  

On the Development Predicament of the Instruction Theory in the Great Pedagogy Paradigm and Its Outlet

作　　者：张建桥[1] 

机构地区：[1]绍兴文理学院教育学院,浙江绍兴312000

出　　处：《高等教育研究》2015年第6期56-64,共9页Journal of Higher Education

基　　金：浙江省教育科学规划项目(2015SCG152)

摘　　要："大教育学"范式是教育学获得独立之初形成的一种低层次的、综合性的研究方法论。它束缚了教学论的独立学科地位,把教学论研究的逻辑起点限制在大教育学分配的现成任务——传授和学习以系统知识为核心的间接经验。"大教育学"范式给我国教学论的发展造成了一种多米诺式的系统缺陷,主要表现在:视野狭窄,主题移位;价值观陈旧,与时代精神脱节;知识本位,"教书"成了教学的代名词;结构封闭,教学论固化为"教书论"。教学论的创新和发展要突破"大教育学"范式的束缚,可从以下几个方面着手:明确大教育学——教学论体系的合理性限度;重建"教学"的概念,探寻教学的本真内涵;突破"教书论"的旧框架,建构"以发展为本"的教学论。The great pedagogy paradigm was a low-level and comprehensive research method forming at the beginning of independence of pedagogy.It had fettered the independent discipline status of the instruction theory and confined the logic starting point of the instruction theory to prescribed task by the great pedagogy.The great pedagogy paradigm had caused defects in a Domino type to the development of the instruction theory,such as the narrow vision of study,old values,knowledge-based instruction,and closed structure.The development of the instruction theory need to breakthrough the great pedagogy paradigm from the following aspects:clearing the limits of rationality of the great pedagogy-instruction theory;reconstructing the concept of instruction and seeking the true connotation of instruction;breaking through the old framework of knowledge-based instruction theory,and constructing the development-oriented instruction theory.

关 键 词：大教育学 教学论 

分 类 号：G420[文化科学—课程与教学论]