教学流派研究的文化阐释——以苏派教育研究为例  

The Culture Interpretation of Research on Schools of Teaching Theories——Taking the Su Style Research as an Example

作　　者：成尚荣[1] 

机构地区：[1]江苏省教育科学研究院,江苏南京210013

出　　处：《课程．教材．教法》2016年第5期36-44,共9页Curriculum，Teaching Material and Method

摘　　要：对教学流派研究有不同的视角,文化阐释是一个重要的新视角。从文化阐释来看,教学流派是一种文化形态、文化存在,是地域文化、地方性知识的自然的、必然的映射,地域文化对教学流派的文化性格形成与发展产生着重要影响。作为一项研究,应当以此分析教学流派的基本规定性。团队与领军人物、教学主张与教学风格、操作体系和重要影响,是教学流派的基本规定性。而儿童立场是根本尺度。苏派教育研究正是在文化阐释视域下展开的,其研究的基本框架应当有普遍的启发意义。There are different perspectives for research on schools of teaching theories, and the cultural perspective is an important one. Interpreted from cultural perspective, the school of teaching theories is a sort of cultural form and existence, which is a natural and inevitable reflection of regional culture and local knowledge. Regional culture has an important influence on the cultural character and development of teaching theory schools. Any research should analyze the basic prescriptive characteristics of different teaching theory schools, including the representative figures, main arguments and ad vocations, teaching style, operational system and its important impacts. Behind all these, the viewpoint on children is the fundamental scale. The Su Style Research is undertaken in a cultural perspective, and its framework should have universal stimulations.

关 键 词：教学流派 文化阐释 基本规定性 苏派教育研究 

分 类 号：G42[文化科学—课程与教学论]