中国特色教学论标识性概念构建的逻辑框架与实践构想  

Logic Framework and Practical Conception of Iconic Concept Construction in Teaching Theory with Chinese Characteristics

作　　者：张姝 朱艳 李森[2] Zhang Shu;Zhu Yan;Li Sen

机构地区：[1]四川师范大学教育科学学院,成都610066 [2]陕西师范大学教育学部,西安710062

出　　处：《课程.教材.教法》2025年第1期41-47,共7页Curriculum,Teaching Material and Method

摘　　要：中国特色教学论标识性概念是对中国教育教学实践现象、规律及其内在关系的深刻概括与抽象提炼,具有根基性、统摄性、自主性、原创性等特征。中国教学论概念构建过程中凸显概念依附、概念悬浮、概念交织等问题,因此,构建中国特色教学论标识性概念应以“本土为基”为逻辑起点、“实践为本”为逻辑遵循、“体系为方”为逻辑指向,通过不断深化研究主体意识,明确概念提炼与发明的两大路径,以树形结构、阶梯状结构、网状结构构建标识性概念体系。refinement of the phenomena,law and inherent relationship of Chinese educational and teaching practice,and has the characteristics of root,centrality,autonomy and originality.In the process of constructing Chinese teaching theory concept,issues such as conceptual attachment,suspension and interweaving become prominent.Therefore,the construction of the iconic concept should take"localization as foundation"as logical start,"practice as foundation"as logical follow-up,and"system as direction"as logical direction and it is necessary to deepen research subject consciousness,clarify the two main paths of concept refinement and invention,and construct iconic concept system through tree,ladder and network structure.

关 键 词：教学论 标识性概念 自主知识体系 以中国为方法 

分 类 号：G42[文化科学—课程与教学论]