美国教学行为研究的发展历史与范式更迭  

The Developmental History and Paradigm Alternation of Teaching Behavior Research in USA

作　　者：盖立春[1] 郑长龙[1] 

机构地区：[1]东北师范大学化学教育研究所,吉林长春130024

出　　处：《外国教育研究》2009年第5期33-37,共5页Studies in Foreign Education

基　　金：教育部人文社会科学研究项目<新课程背景下教师课堂教学行为研究>(课题编号:08JA880013);吉林省教育科学"十一五"规划课题<新课程背景下教师课堂教学行为改进策略研究>(课题编号:GH08070);吉林省社会科学基金项目<新课程背景下教师课堂教学行为研究>(课题编号:2008BJYX05);东北师范大学哲学社会科学特色研究项目<教师课堂教学行为组合的特征及其有效性研究>(课题编号:NENU-SKC2007012)

摘　　要：美国的教学行为研究深受哲学和心理学的影响,其发展历程大致可分为"教师效能研究"、"教师认知研究"和"教师生态研究"三个阶段;相应地,其研究范式也经历了从"过程—结果范式"到"认知—对话范式"再到"情境—生态范式"的更迭。总体上看,美国的教学行为研究实现了从外围到本体、从个体到关系、从探究普适性的客观规律到寻求情境化的教学意义的范式转换。各种研究范式取长补短、并行不悖是未来的发展趋势。Teaching behavior research in USA has been influenced deeply by philosophy and psychology,its developmental course can be divided into three phases as follows： teacher efficiency research, teacher cognition research and teacher ecology research,accordingly it has been experiencing the alternation of the research paradigm from ＂process-effect paradigm＂ and ＂cognition-interlocution paradigm＂ to ＂context-ecology paradigm＂. Generally speaking,teaching behavior research in USA has been realized the alternation from outside to noumenon,from individual to relationship,from exploring universal external law to seeking contextual instructional meaning,but none of the paradigms can be all-powerful by itself. So all paradigms should learn from others＇ strong points to offset their weakness and develop together.

关 键 词：美国 教学行为研究 范式 

分 类 号：G420[文化科学—课程与教学论]