试议两种哲学取向的教学认识论  

On Teaching Epistemology with Two Philosophical Orientations

作　　者：夏英[1] 

机构地区：[1]南京师范大学课程与教学研究所,江苏南京210097

出　　处：《教育理论与实践》2014年第1期60-64,共5页Theory and Practice of Education

摘　　要：自上世纪80年代以来,我国教学理论界对教学本质进行了热烈讨论,并逐步建立起"教学认识论"这一专门研究领域。目前,该研究主要呈现出马克思主义哲学取向和后现代主义哲学取向两个范畴,观点分歧集中于认识主体、认识对象、认识方法等方面。从我国基础教育课程改革实施十多年来的成效来看,教学实践一直在不断检验、丰富并具体化教学认识理论,两种理论取向呈现的悖论张力将殊途同归地走向实践的本土化的教学论。Since 1980s, heat discussions on the essence of teaching have been undertaken in the teaching theoretical circles, and ＂teaching epistemology＂, as a specific research area, has thus been established. So far two philosophical orien- tations, i.e. Marxism and postmodernism, have been presented, whose different viewpoints mainly lie in the cognitive sub- ject, cognitive object and cognitive methods. Reflecting on the achievements of the basic education curriculum reform in the past decade, we can find that teaching practice has been constantly testing, enriching and substantiating teaching episte- mology. The two different theoretical orientations show the tension of paradox, but go towards the same localized practical theory of teaching.

关 键 词：教学认识论 马克思主义哲学取向 后现代主义哲学取向 

分 类 号：G420[文化科学—课程与教学论]