教学论知识生产:历史回眸与未来展望  

Production of Pedagogical Knowledge:Historical Review and Prospect

作　　者：肖磊[1] 马瑞轩 Xiao Lei;Ma Ruixuan

机构地区：[1]河南大学教育学部,开封475004 [2]河南大学教育学院,开封475004

出　　处：《课程.教材.教法》2025年第2期55-63,共9页Curriculum,Teaching Material and Method

基　　金：国家社会科学基金“十三五”规划2020年度教育学一般课题“教学转化:指向深度学习的教学论建构”(BHA200142)。

摘　　要：教学论知识生产是教学论知识生产者以教学实践中的价值问题与事实问题为研究对象,采用适切的研究方法探索教学规律,并通过多种途径合理表达的过程。历史地看,教学论知识生产主体日益多元化,主要由哲学家、教育学家、心理学家、教学实践者四类群体构成;教学论知识生产的动力逐渐由获得外部认同走向内部合理,主要表现为追求教学论知识的社会有用性、外在合法性及内部合理性;教学论知识生产方法呈现由二元对立走向辩证统一的趋势,大致可以分为经验主义方法、理性主义方法、唯物主义方法。应努力构建以教学理论研究者为核心的教学论知识生产共同体,完善内外联动的教学论知识生产动力机制,以适切性为宗旨选择教学论知识生产方法,从而推动中国教学论自主知识体系的构建。Production of pedagogical knowledge is the process in which pedagogical knowledge producers take value and realistic problems of teaching practice as research objects and adopt appropriate research methods to explore and express teaching laws.From a historical perspective,the production subject is becoming increasingly diverse,mainly composed of philosophers,educators,psychologists and teaching practitioners.The driving force of the production is gradually shifting from external recognition to internal rationality,mainly manifested in the pursuit of social usefulness,external legitimacy and internal rationality of pedagogical knowledge.The production method presents a trend from binary opposition to dialectical unity,which can be roughly divided into empirical,rationalist,and dialectical method.Therefore, it is necessary to build a production community centered on pedagogical researchers,improve the production mechanism,and clarify the production method with appropriateness as principle,so as to promote the construction of the independent knowledge system of teaching theory in China.

关 键 词：教学论 知识生产主体 知识生产动力 知识生产方法 

分 类 号：G42[文化科学—课程与教学论]