教学理论的误读与纠偏  

On the Misreading and Rectification of Teaching Theory

作　　者：罗儒国[1] 王姗姗[1] 

机构地区：[1]武汉大学教育科学学院,湖北武汉430072

出　　处：《大学教育科学》2009年第5期24-28,共5页University Education Science

基　　金：国家社会科学基金"十一五"规划2008年度教育学青年课题"新时期教师教学生活的理论与实践研究"(CAA080214)

摘　　要：教学理论误读是人们在理解和应用教学理论时,有意或无意地曲解、歪曲教学理论的误解现象,主要表现为诠释不足、曲解或误释、主观歪曲、技术化理解等方面。只有切实增强教学理论的科学性、改造教师教学理论观、增进理解与合作、加强教学理论的基础性研究,才有可能走出教学理论误读的困境。Misreading of teaching theory is a misunderstanding phenomenon that people deviate and surpass the original meaning of teaching theory consciously or unconsciously. It includes various forms, such as inadequate interpretation, man--made distortion, and subjective distortion. In order to get out of the misreading of teaching theory, we should enhance the scientificity of teaching theory, improve the teacher＇s conception of teaching theory, strengthen understanding and cooperation, and strengthen basal study of teaching theory.

关 键 词：教学理论 误读 纠偏 

分 类 号：G642[文化科学—高等教育学]