近五年来国内生成性教学研究评析  

A Literature Review of the Generative Teaching Research in Recent Five Years in China

作　　者：刘万海[1] 张明明[1] 

机构地区：[1]渤海大学教育与体育学院,辽宁锦州121000

出　　处：《当代教育与文化》2013年第3期70-73,共4页Contemporary Education and Culture

基　　金：2012年辽宁省教育厅"高校杰出青年学者成长计划"(WJQ2012017)项目资助的阶段性成果;2013年度辽宁经济社会发展立项课题"辽宁省中小学校教师绩效结构与评估有效性研究"(2013LSLKTZIJYX-06)资助

摘　　要：生成性教学研究是近年来我国学者关注的一个热点领域。诸多学者围绕其提出背景、内涵、特征、价值等方面开展了逐步深入的探讨。通过对上述成果的梳理发现,已有研究中存在着诸如理论基础研究浅表化,对生成性的本质认识不清晰,研究中"大破大立"倾向明显,以及研究方法较为单一等不足。进一步的研究亟待从基本概念澄清、研究视角拓展与研究方法多元等层面加以完善。Generative teaching has been a hot field of research among Chinese scholars in recent years. Many scholars have made in-depth discussion of its background, connotation, characteristics, and value. In reviewing the research done in this area in the last five years, we found that previous research subjects to such limitations as lacking sound theoretical basis, vague interpretation of the nature of generative teaching, disruptive breakthrough in research, and adopting single research method. Future research needs to further clarify the basic concepts, broaden the perspectives of research, and adopting multiple research methods.

关 键 词：生成性教学 研究 评析 

分 类 号：G420[文化科学—课程与教学论]