德国的经典普通教学论模型--有效的抑或不切实际的？  

Classical German Models of General Didactics——Effective or Impracticable?

作　　者：   吕霁月(译) 撒兰应(译) Klaus Zierer;Stephan Wernke;Jochen Werner(University of Augsburg,Augsburg,86159,Germany;Carl von Ossietzky University of Oldenburg,Oldenburg,26129,Germany;University of Augsburg,Augsburg,86159,German)

机构地区：[1]德国奥古斯堡大学,奥古斯堡86159 [2]德国奥尔登堡大学,奥尔登堡26129 [3]英国约克大学教育学院,约克Y0105DD [4]华东师范大学课程与教学研究所,上海200062

出　　处：《全球教育展望》2018年第7期3-20,65,共19页Global Education

摘　　要：在德语国家,普通教学论模型曾被视为理论发展的驱动力[1]。但在当前,教学论模型的重要性在很多情况下并不明显。正如有些关于教师备课的研究成果所证实的,普通教学论模型似乎是不切实际的和抽象的。在此背景下,普通教学论模型似乎不适用于实际的教学。这正是"普通教学论备课模型的开发与评估"项目所研究的问题。该项目旨在将普通教学论作为一门科学应用于教学专业,尤其是针对几个著名的教师备课模式进行分析,例如,柏林模型[2]、汉堡模型[3]、透视模型[4]和折衷模型[5],对这些模型进行评价并使它们更切实可行。本文陈述了迄今为止的在EEPAD项目范围内所进行的三项研究。Whereas in German speaking countries models of general didactics were once seen as a driving force in the development of theories （ ef. Li Qilong 1993 ）, their significance today is, in many occasions, less evident. They are, as studies on teachers＇ lesson planning seem to confirm, impracticable and abstract. Against this backdrop, there no longer seems to be any place for didactic model building. This is the issue addressed by the project EEPAD, which has the goal of studying the use of general didactics as a science for the teaching profession. In particular, it aims to analyze well known teachers＇ planning models, e.g. Berlin Model （Heimann, Otto ＆ Schulz, 1965）, Hamburg Model （Sehulz, 1980）, Perspective Schema （Klafki, 1985） and Eclectic Model （Zierer, 2012）, on an empirical basis, assess them, and make them more practicable. This article describes three of the studies conducted thus far within the context of the project.

关 键 词：教师教育 教师的专业技能 教师专业化 备课 教学论模型 德国教育理论 

分 类 号：G42[文化科学—课程与教学论]