操作意义上的教学论实践关怀  

The Practical Concern of Didactics in the Operational Sense

作　　者：刘庆昌[1] Liu Qingchang(School of Education Science,Shanxi University,Taiyuan Shanxi 030006,China)

机构地区：[1]山西大学教育科学学院,太原030006

出　　处：《课程．教材．教法》2022年第4期65-72,共8页Curriculum，Teaching Material and Method

摘　　要：教学论理应对教学实践有所关怀。这里所说的关怀显然不只是指一种学术性的情感关怀,而主要是指一种知行统一意义上的深层理性关怀。唯有如此,教学理论研究与教学实践发展二者之间才能形成良性的互动。在操作的意义上,教学论的实践关怀可以具体化为四种基本路径,即关怀教学实践的需要、关怀教学实践的理想、关怀教学实践的经验、关怀教学实践的困惑。对于教学论研究者来说,无论是为了认识还是为了实践,都需要了解教学实践的需要、理解教学实践的理想、关注教学实践的经验、参与消除教学实践的困惑,这也就是操作意义上的教学论实践关怀。Didactics should be concerned with teaching practice.The concern mentioned here obviously not only refers to a kind of academic emotional concern,but also refers to a kind of deep rational concern in the sense of unity of knowledge and action.Only in this way,teaching theory research and teaching practice development can form a benign interaction.In terms of operation,the practice concern of didactics can be concretized into four basic paths,namely:caring for the needs of teaching practice,caring for the ideal of teaching practice,caring for the experience of teaching practice,and caring for the confusion of teaching practice.For researchers,no matter for cognition or practice,they need to understand the needs of teaching practice,understand the ideal of teaching practice,pay attention to the experience of teaching practice,and participate in eliminating the confusion of teaching practice,which is also the practical concern of didactics in an operational sense.

关 键 词：教学论 实践关怀 教学理论 教学实践 

分 类 号：G42[文化科学—课程与教学论]