中国教学论科学化的意蕴和路径  

On Meaning and Way of the Scientification of Chinese Teaching Theory

作　　者：赵鑫[1] 李森[1] 

机构地区：[1]西南大学教育学部

出　　处：《课程．教材．教法》2012年第7期32-36,共5页Curriculum，Teaching Material and Method

基　　金：2012年度教育部人文社会科学研究青年基金项目(批准号:12YJC880161);2012年度中央高校基本科研业务费专项资金项目(批准号:SWU1209407);西南大学教育学部学科建设重大项目的阶段性研究成果

摘　　要：“教学论科学化”是当代中国教学论研究的难点和重点。自从人们有意或无意借用西方标准探讨中国教学论学科发展以来，存在着传统教学思想科学化和教学论研究范式科学化两种认识。从“接着讲”和“讲自己”的意义上分析，中国教学论科学化意味着将中国传统教学思想与当代教学问题、西方教学理论相联结，使传统教学思想在面对当代教学问题的挑战与回应中创造性地演变、丰富和发展。为此，教学论研究者必须坚定本我立场，创造属于自己的生命世界，展现其历史脉络，以彰显中国教学论独特的魅力。The ＂scientification of Chinese teaching theory＂ is an focal and difficulut point in the field of teaching research in China. Since people identify scientification with western standard consciously or unconsciously, there appear the two recognition of the scientificatition of traditional teaching thoughts and the scientification of research mode of teaching theory. From the angle of ＂do research on the basis of others＂ and ＂do research by one＇s own way＂, what the scientification of Chinese teaching theory means is to connect modem issues with Chinese traditional teaching ideas and western teaching theory, creatively transform, enrich and develop traditional teaching thoughts when confronting and responding to the challenge of modem teaching problems. Therefore, researchers need not only take a firm standpoint, but also try to creat the life world of themselves and display the historical context and shape the unique charm of Chinese teaching theory.

关 键 词：教学论 科学化 立场 “接着讲” “讲自己” 

分 类 号：G42[文化科学—课程与教学论]