论教学论的实践转向  

On the Transformation of Teaching Theory:Towards Practice

作　　者：郭晓明[1] 

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《南京师大学报（社会科学版）》2002年第2期70-76,共7页Journal of Nanjing Normal University(Social Science Edition)

摘　　要：以理性主义为基本取向的传统教学论在教学论发展早期虽有一定合理性 ,但其实践解释能力和学科建设在今天都面临严峻挑战。从根本性质上看 ,教学理论是实践理论 :它不能以“教学理念世界”为研究对象 ,而要直面“教学生活世界”;其致知目标不应过分强调普遍、确定的教学知识 ,而要致力于为教学活动提供实践智慧(实践之知 ) ;其理论陈述不应追求宏大体系 ,而要突出教学信念的自由表达。相应地 ,教学理论研究者也要脱下“立法者”的外衣 ,参与到教学实践中 ,并在实践的反思与批判中 ,实现理论的阐释与对话。From Immanuel Kant's times to today,teaching theory is mainly the theory towards rational knowledge.Though it was necessary in the early period of teaching theory,it seems to have no use for teaching practice and have no ability to improve itself today.In its nature,teaching theory is 'practical theory',not 'rational theory'or 'experimental theory'.It should face the world of teaching life,improve the practical knowledge of teaching,refuse the 'great system' of theory,and look for more forms to express itself.So, teaching researchers should participate in teaching practice and interprete the theory through reconsideration and criticism.

关 键 词：理性主义教学论 实践教学论 教学生活世界 

分 类 号：G420[文化科学—课程与教学论]