新时代教学论研究的“中国逻辑”与延展路径  

"China Logic"and Extension Path of Teaching Theory Research in the New Era

作　　者：赵鑫[1,2] Zhao Xin

机构地区：[1]中国基础教育质量监测协同创新中心西南大学分中心 [2]西南大学教育学部教育研究院,重庆400715

出　　处：《课程．教材．教法》2024年第10期57-66,共10页Curriculum，Teaching Material and Method

基　　金：中国基础教育质量监测协同创新中心国家监测专项任务类项目“中小学班主任胜任力模型及评估工具研究”(2022-06-031-BZPK01);重庆市社会科学规划项目“情感文明视域下人工智能教育的伦理风险研究”(2022NDYB118)。

摘　　要：教育强国和高质量教育体系建设的时代号角呼唤教学论研究遵循并彰显鲜明的“中国逻辑”,即研究者在对中国传统教学思想进行时代化调整、对域外教学理论学说进行本土化改造的基础上所探索的中国道路。中国教学论研究以坚持马克思主义指导思想为逻辑起点、以扎根中华优秀传统文化为逻辑基点、以紧跟先进生产力发展为逻辑支点、以聚焦主体生命成长为逻辑原点、以秉持多元共生格局为逻辑落点,在发展征程中取得显著成就。新时代教学论研究的延展,需要以中国为根基、以中国为立场、以中国为引擎、以中国为方法,构建自主知识体系、厚植育人情愫、延展功能旨趣,达到教学理论与教学实践的融通,增强中国教学论研究的理论原创力、实践引领力和国际影响力,进一步熔铸教学论研究独特的“中国逻辑”。The requirements of constructing education power and high-quality educational system call for teaching theory research to follow and highlight distinctive"China logic",that is,the China road explored by researchers based on the temporary adjustment of traditional Chinese teaching thought and domestic transformation of foreign teaching theory.China's teaching theory research regards adhering to the guiding ideology of Marxism as logical starting point,rooted in fine traditional Chinese culture as logical base,keeping up with the development of advanced productive forces as logical pillar,focusing on subject life growth as logical origin,and upholding diverse and coexistent pattern as logical destination,which has made remarkable achievements.The extension of the research in the new era needs to take China as foundation,standpoint,engine and method,so as to build autonomous knowledge system,cultivate educating sentiment and extend functional value,achieve the integration of teaching theory and practice,strengthen the theoretical originality,practical leadership and international influence of the research,and further construct unique"China logic"of the research.

关 键 词：教学论 中国逻辑 学科立场 中国话语 中国意识 

分 类 号：G42[文化科学—课程与教学论]