教学理论流派的品性和取向研究  

A Research into the Qualities and Theoretical Orientations of Instruction Theory Schools

作　　者：吴吉东[1] 

机构地区：[1]上海师范大学外国语学院,上海200234

出　　处：《教育参考》2016年第1期36-41,共6页Education Approach

基　　金：上海师范大学研究生优秀成果(学位论文)培养项目成果之一,项目编号A-6001-15-001489

摘　　要：教学理论流派的争鸣和交流推动着教学论学科的发展和完善,具有理论性与实践性、变革性与主体性、独特性与多元性、发展性与本土性等基本品性。哲学和心理学是实现教学论学科发展的最主要的两种取向,本文以这两种取向为主线对教学理论流派的核心主张、代表人物、实际成效和社会影响及其局限性作梳理,认为教学理论流派不是刻意创生出来的,其形成有其特定的内外部因素,研究结果对新时期我国教学论学科建设和发展具有一定借鉴和启发意义。The argument and communication of instruction theory schools promote the instruction theory to develop and gradually perfect,bearing on some basic qualities,such as theoretical and practical,transformative and subjectivity,uniqueness and diversity,development and aboriginality. However,to develop the instruction theory,philosophy and psychology have been adopted as the two main theoretical orientations to develop the instruction theory. Therefore,this paper examines the core propositions,representatives,actual effects,social influence and limitations of instruction theory schools based on the two orientations. It is concluded that instruction theory schools are not created purposefully,there formation has its specific internal and external factors. The findings aims to give some implications to the construction of instruction theory in China at the new era.

关 键 词：教学理论流派 品性 哲学取向 心理学取向 

分 类 号：G40-05[文化科学—教育学原理]