从“大”教学论到“微”教学论  

From the Great Didactic to Micro-instruction Theory

作　　者：胡定荣[1] 

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《课程．教材．教法》2016年第5期60-66,共7页Curriculum，Teaching Material and Method

基　　金：北京师范大学教育学部2014年度科研业务费专项资金资助课题"基于U-S-A协同平台的教学持续改进研究"(JGSY201402)

摘　　要：教学论学科难以发挥对教学实践的影响力,是因为教学论研究依然受到了大教学论思维方式和框架体系的束缚;教学论学科发展需要返本开新,反思大教学论的贡献与局限;教学论要发展,必须从大教学论思维方式和框架体系中走出来,从追求发现"把一切事物教给一切人们的全部(或统一)艺术"的大教学论转向追求建立"把不同的内容教给不同的人的多样化的科学理论"的微教学论;微教学论的产生需要经过进入教学现场-观察教学现象-提出教学问题与假设-构建教学干预方案-通过以课为例的行动研究验证假设-提炼总结具体教学规律的理论建构过程。The reason why instruction theory is difficult to exert influence on the instruction practice is that the instruction theory is still fettered by the mindset and framework ot great didactic. It we want to enhance the development of the instruction theory, we must return to the source of the instruction theory and reflect on the contributions and limitations of great didactic. Instruction theory must change from the pursuit of all teaching arts to be able to teach all the things to all, to the pursuit of a micro- instruction theory to be able to teach different contents to different people. To cOnstruct a micro- instruction theory, we need to enter the instruction site, observe instruction phenomenon and put forward instruction questions and hypothesis, construct instruction interventions, verify hypothesis by action research based on case study, crystalize specific instruction laws and summarize the construction process of instruction theory.

关 键 词：大教学论 微教学论 教学论发展 

分 类 号：G42[文化科学—课程与教学论]