教学论的本性与追求  

On the Nature and Pursuit of Teaching Theory

作　　者：徐继存[1] 

机构地区：[1]山东师范大学教育学院

出　　处：《教育研究》2010年第1期91-94,共4页Educational Research

基　　金：全国教育科学"十一五"规划2009年度教育部重点课题"教学论学科概念的考辨与整合研究"(课题批准号:DAA090139)的研究成果

摘　　要：教学论从来就没有标识自身性质和样式的标准范本,教学论的本性只能存在于各种教学论的差异性、变化性和个性化之中,而不存在于任何人对教学论的任一抽象定义之中。历史上的教学论从来都是富有个性的。教学论如果丢掉"自我",失去个性,也就意味着失去了教学论的创造性,没有了创造性,也就妄谈教学论的价值了。作为一门学问,教学论要提供知识,更应该提供思想。所以,教学论并非求器之术,而是悟道之学、践履之学。Teaching theory has never had a standard example designating its own property and style, and the nature of teaching theory exists exclusively in the differences, varieties and personalities of teaching theory with all kinds, but not in any given abstract definition. Teaching theory in history has always had its own property. Discarding its ＂self ＂ and property, teaching theory would lose its creativity. Without creativity, the value of teaching theory is absurd. As a kind of scholarship, teaching theory should offer both knowledge and ideas and the latter is more important. Therefore, teaching theory is not for technique, but for truth and practice.

关 键 词：教学论 学科性质 知识 思想 精神 

分 类 号：G420[文化科学—课程与教学论]