我国中等师范学校教学法教材的演变及其特点:1902-1937年  

Evolution and Characteristics of Teaching Method Textbook in Secondary Normal Schools in China:1902-1937

作　　者：张璐瑶 胡艳[1] Zhang Luyao;Hu Yan

机构地区：[1]教育部普通高校人文社科重点研究基地北京师范大学教师教育研究中心,北京100875

出　　处：《教育史研究》2025年第1期136-147,共12页Educational History Studies

基　　金：国家社会科学基金2022年度(教育学)一般项目“我国当代中小学教学名师成长的本土路径与机制研究”(BHA220118)。

摘　　要：教学法是一门连接着教育学理论与实践,介于普通教育学和具体学科之间的课程,是教师教育课程的重要组成部分。自1902年诞生至1937年“卢沟桥事变”爆发,我国的教学法课程教材经历了35年的连续发展,为快速培养大批教师作出了重要贡献。教学法教材作为教学法课程内容的载体,集中反映了这一课程的发展样貌,具有重要的研究意义。这一时期,我国中等师范学校教学法教材的演变历程可分为萌芽与起步(1902—1911年)、尝试与发展(1912—1921年)、变革与转型(1922—1927年)、回归与完善(1928—1937年)四个阶段,体现出中等师范学校教学法教材的编写由借鉴模仿到本土化、关注师范教育的责任与使命、重视理论与能力培养的结合、对教与学关系的认识逐渐深化、注重中西教育的互动与融合五个特点。Teaching method is a course that connects pedagogical theory and practice between general pedagogy and disciplines and an important part of teacher education curriculum.Teaching method textbook in China has 35 years of continuous development from its birth in 1902 to the forced interruption of the outbreak of the July 7th Incident in 1937,making important contribution to the rapid training of a large number of teachers.As carrier of curriculum content,teaching method textbook reflects the development of this course and is of great significance for research.The evolution of the textbook for secondary normal schools during this period can be divided into four stages:germination and start(1902-1911),exploration and development(1912-1921),change and transformation(1922-1927),and return and improvement(1928-1937),reflecting the characteristics of transition of textbook compilation from imitation to localization,focusing on the responsibility and mission of normal education,focus on the combination of theory and ability cultivation,deepening understanding of teaching-learning relationship,and emphasis on the interaction and integration of Chinese and Western culture.

关 键 词：中等师范 教学法教材 商务印书馆 中华书局 

分 类 号：G529[文化科学—教育学]