近10年中国教学论学科建设的本土探索  

Indigenous Studies on Discipline Construction of Instructional Theory in China in Recent Ten Years

作　　者：张欣[1] 侯怀银[2] 

机构地区：[1]北京师范大学教育学部,北京100081 [2]山西大学教育科学学院,山西太原030009

出　　处：《当代教育与文化》2011年第4期46-53,共8页Contemporary Education and Culture

基　　金：教育部新世纪人才支持计划项目"20世纪中国教育学史"(NCET-08-0884)的系列研究成果

摘　　要：21世纪的教学论肩负着关照实践和建设理论体系的双重责任。近十年,更多研究者对教学论的研究对象、学科性质、学科基础、与课程论的联系与区别、研究方法、学科群建设、学科体系等问题进行了研究。在考察目前教学论研究存在问题基础上,提出了教学论学科发展的基本路径:正确处理古今中外教学理论及思想的关系,深入实践,关注教学改革与教师专业发展,形成中国的现代教学论学派。Instructional Theory of 21st century undertakes the dual responsibilities of building the theoretical system and caring the practices. In the first 10 years of this new century, more Chinese scholars research into such issues as the subjects of the instructional theory, its nature and basis, its relationship with curriculum theory, the research methods, the construction of the discipline group, and the discipline system. On the basis of an analysis of the problems existing in the current research into Instructional Theory, this paper points out the route of its development： handling the relationship between ancient and modern instructional theories and ideas properly; deepening the practice-to concern about the education reform and teachers＇ professional development; to build schools of Chinese instructional theory.

关 键 词：21世纪 中国 教学论 学科建设 

分 类 号：G652[文化科学—教育学] G521