教学论发展70年：实践样态与逻辑路向  

The Development of Instructional Theory over the Past Seven Decades in China:Practice Models and Logical Directions

作　　者：朱德全[1] 杨磊[1] Zhu Dequan;Yang Lei

机构地区：[1]西南大学教育学部

出　　处：《教育研究》2019年第9期14-28,共15页Educational Research

摘　　要：教学论作为研究教学现象、解析教学问题、明晰教学经验、揭示教学规律的学科,对教学活动的开展具有实践性与规范性的基础作用。新中国成立70年来,教学论发展经历了"在学苏中模仿"、"在恢复中重建"、"在开放中繁荣"、"在创生中自信"四种实践样态。经过不懈探索,具有中国气派与特色的教学论初步形成。在本体论研究上,教学本质、教学主体、教学目标、教学内容、教学模式、教学评价等问题的研究得到了实质性的发展。在方法论研究上,由对方法的冷漠忽视到方法的多元规范;由对方法的崇拜迷恋到方法论意识的自觉树立,并实现研究范式的跨越式发展。在认识论研究上,教学论学科体系不断完善与分化,最终形成教学论学科群;学科性质由二元对立走向综合取向;研究对象逐渐澄明,理论与实践共生。教学论未来研究要坚持专业化发展道路:回归课堂教学本身,注重原创性研究;发扬方法论的自觉意识,完善学科方法论体系;强化协同创新研究,提升学术交流的有效性;重视教学论史的研究,增强传统"教学文化"融入感。Instructional theory,a discipline that studies teaching,tackles teaching problems,summarizes teaching experience,and reveals the law of teaching,plays a practical and normative role in teaching activities. Since New China was founded 70 years ago,instructional theory has experienced four practice models:"imitating the Soviet Union,""getting reconstructed during recovery,""prospering during opening-up," and "acquiring self-confidence during creation." Through unswerving explorations,the instructional theory with a Chinese style and characteristics has come into being.Ontologically,substantial progress has been made in the research into the essence,subject,target,content,modes and evaluation of teaching. Methodologically,researchers ignored research methods but now pay attention to diversified and normalized methods;they worshipped research methods but has currently developed an awareness of methodology,and has eventually taken a leap forward in the development of research paradigms. Epistemologically,the disciplines for instructional theory have been consummated,and a disciplinary cluster has eventually been developed;the binary opposition in the disciplines tended to change into the comprehensive development of the disciplines;and the object of research has become increasingly clear,both theory and practice included. The future research is supposed to pursue professional development: Return to classroom teaching, and pay attention to creative research;increase the self-awareness of methodology,and improve the system for disciplinary methodology;strengthen collaborative research to improve effective academic exchanges;and attach importance to the research into the history of instructional theory,and enhance the integration of traditional "teaching culture."

关 键 词：教学论 教学理论 教学实践 研究方法 学科发展 

分 类 号：G42[文化科学—课程与教学论]