我国教学艺术论研究的回顾与展望  

A Retrospective and Prospective Review of the Researches on Teaching Art Theory in China

作　　者：马云多[1,2] 郭文莉[2] 刘力[1] Ma Yunduo;Guo Wenli;Liu li(College of Education,Zhejiang University,Hangzhou Zhejiang 310028,China;School of Foreign Languages,Yichun University,Yichun Jiangxi 336000,China)

机构地区：[1]浙江大学教育学院,杭州310028 [2]宜春学院外国语学院,宜春336000

出　　处：《课程．教材．教法》2019年第9期71-78,共8页Curriculum，Teaching Material and Method

摘　　要：20世纪90年代以来,随着研究对象的拓展、研究模式的完善和研究主题网络的建构,教学艺术论逐步形成了由基础理论、应用理论、分科理论和专题理论四大分支构成的学科体系。其间,人们深化了对教学艺术本质的认识,形成了教学艺术创造一教学艺术接受的研究架构,使教学艺术论分支理论得到进一步发展。在新时期,追求教学艺术内部价值和外部价值的统一,继承和借鉴国内外学术资源,重视学科范畴体系建设,应是推动教学艺术论向前发展的重要条件。Since the 1990s, with the expansion of research objects, the improvement of research modes and the construction of research topic network, teaching art theory has gradually formed a disciplinary system which consists of four theoretical branches: basic theory, applied theory, disciplinary theory and thematic theory.During this period, three important achievements have been made: the better understanding of the essence of teaching art;the formation the research framework from the creation to the acceptation of teaching art;and the further differentiation of the branches of teaching art theory.In the new era, to promote the development of teaching art theory, we should pursue the unity of its internal value and external value* inherit and enrich its academic resources, and attach importance to the construction of its system of disciplinary category.

关 键 词：教学艺术 教学艺术论 学科体系 展望 

分 类 号：G42[文化科学—课程与教学论]