教学论范畴的基本特征与发展趋向  

The Basic Characteristics and Development Trend of Teaching Theory Category

作　　者：李森[1,2] 李宁宁[2] 刘梅珍[3] LI Sen;LI Ningning;LIU Meizhen

机构地区：[1]海南师范大学海南省基础教育课程与教学研究基地/初等教育学院,海南海口571158 [2]西南大学教育学部,重庆市400715 [3]井冈山大学人文学院,江西吉安343009

出　　处：《西南大学学报（社会科学版）》2018年第3期71-77,190,共8页Journal of Southwest University(Social Sciences Edition)

基　　金：教育部人文社会科学重点研究基地重大项目"中国教师教育教学质量研究"(17JJD880001);项目负责人:李森;海南省哲学社会科学规划课题"海南教师教育教学质量提升研究"[HNSK(YB)17-38];项目负责人:李森

摘　　要：教学论范畴是对教学活动这一特殊领域中各种现象及其特性、关系、本质等进行抽象性和概括性反映的基本概念,具有主观性、客观性、整体性、稳定性和发展性等基本特征。其发展趋向主要表现为:由注重"理论思辨"转向重视"教学实践";由崇尚"他域化"转向强调"本土性";由侧重"生硬移植"转向强化"学科特性";由关注"表层关联"转向重视"体系逻辑"。The category of teaching theory refers to the generalization and abstraction of the various phe-nomena in the special field of teaching activities and their characteristic,relationship,essential na-ture,etc.Subjectivity,objectivity,integrity,stability,and development are its essential characteris-tics.The development trend of the category of teaching theory as follows:from emphasizing 4theoreti-cal thinking”to“teaching practice”;from admiring“delocalization”to“localization”;from pay atten-tion to“transplant and graft”to“disciplinary characteristics”;from focusing on“surface correlation”to“system logic”.

关 键 词：教学论 范畴 学科范畴 范畴体系 

分 类 号：G420[文化科学—课程与教学论]