近30年来我国教学理论研究的主要特点分析  

Analysis of Characteristics on Teaching Theories Research in the Last 30 Years in China

作　　者：杨丽[1] 温恒福[1] 

机构地区：[1]哈尔滨师范大学教育科学学院

出　　处：《教育研究》2011年第3期77-82,共6页Educational Research

摘　　要：近30年我国的教学理论研究呈现出六个特点:20世纪80年代是国外教学理论研究的活跃期;90年代的研究重点是学科教学理论;近10年的最大热点是建构主义教学理论;教学理论的应用研究呈现上升趋势;对我国古代及近代的教学理论研究缺乏热情;教学理论的本体研究和建构相对薄弱。为此,在今后的研究中,研究者要提升自己的理解力,克服教学理论研究中的无"根"倾向,教学理论研究要有容他性、整合性,对国外教学理论研究要有持续性、开放性和整体性,研究方法避免将观察归纳和思辨演绎割裂。There are six characteristics in the research on teaching theories during the latest 30 years in China. In the 1980＇s, the research on foreign teaching theories was popular; in the 1990＇s, the focus was shifted to the teaching theories of discipline;during the latest 10 years, the theory of constructivism dominated our research. There has been an increasing trend in the application of teaching theories. However, there is a great lack of research interest in Chinese ancient teaching theories, which is the same as the research and construction of ontology. The suggestions are as follows： first, we should avoid the ＂rootless＂ phenomenon in teaching theories research, which will help us to promote the ability of understanding; second, the study should be inclusive and integrated; third, researches on foreign teaching theories should keep sustainable, open and holistic ; last, the research methods should overcome the separation between induction and deduction.

关 键 词：教学理论 教学理论研究 中国知网 

分 类 号：G420[文化科学—课程与教学论]