教学过程本质问题的历史发展分析  

An Analysis of the Historical Development of the Problems on the Essence of Teaching Process

作　　者：迟艳杰[1] Chi Yanjie(School of Educational Science,Shenyang Normal University,Shenyang Liaoning 110034,China)

机构地区：[1]沈阳师范大学教育科学学院,沈阳110034

出　　处：《课程．教材．教法》2022年第5期36-44,60,共10页Curriculum，Teaching Material and Method

基　　金：国家社会科学基金“十二五”规划2015年度教育学一般课题“当代中国特色教学实践的理论建构研究”(BBA150020)。

摘　　要：20世纪50年代,我国教学研究确立了以马克思主义认识论为指导思想,认为教学过程本质是特殊的认识过程,并就教学中的理论与实践关系展开了讨论。在改革开放初期关于教学过程本质的大讨论中,“认识说”起到了拨乱反正的思想作用,对之批评所提出的诸多主张,关切的是培养时代所需要的人才问题。20世纪90年代以后,我国对教学过程本质的认识体现了新特征。反思自然科学研究的思想方法,认识到汉语“是”具有“实物—事实”之“是”与“看作”之“是”的区别,才能从学理上摒弃对“唯一的教学过程本质”的追求。教学过程本质讨论中表达出的多样看法,增加的是对教学性质的理解。教师要在反身性认知中建设我们时代的课堂教学。In the 1950s,Marxist epistemology was established as the guiding ideology of teaching research in China.The teaching process was regarded as a special cognitive process in essence,and a discussion on the relationship between theory and practice in teaching was launched.During the extensive discussion in the early stage of reform and opening up,the“theory of cognition”played a role in setting things right,and the many propositions raised that the criticism of such theory was concerned with the cultivation of talents needed by the times.Since the 1990s,basic education has entered the period of development and reform,and the understanding of the essence of teaching process in China has shown new characteristics.Only by consciously reflecting on the research methods of natural science and realizing the difference between“object-fact”and“constitute”of“shi”in Chinese,can we abandon the pursuit of the sole essence of teaching.The various opinions expressed in the discussion of the essence of teaching add to our understanding to the teaching process.Our teachers with a reflexive cognition,the understandings to the teaching process,construct the new classroom teaching in our time.

关 键 词：教学过程本质 教学观 教学理解 汉语“是” 

分 类 号：G42[文化科学—课程与教学论]