| 推进教学论研究的突破口 |
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| 引用本文： | 李松林.推进教学论研究的突破口[J].教育研究,2012(8):95-100. |
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| 作者姓名： | 李松林 |
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| 作者单位： | 四川师范大学教育科学学院 |
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| 摘 要： | 当前的教学论研究面临三大瓶颈:一是强调回到原点的教学论研究没有形成基于原点的研究问题域;二是试图改变教学论无"学"的尴尬境地,但对于教学条件下的若干机制性问题的探讨又非常欠缺;三是极力倡导教学论的原创性研究,但总体上仍然未能摆脱逻辑演绎的研究范式。推进教学论研究的突破口在于:回到原点,着力研究"学科"、"知识"、"能力"、"学习"、"发展"几个方面的原点问题;以学习与发展为主题,聚焦于教学条件下学生学习与发展的内在机制问题;以教学事实为基础,注重对实践经验的归纳概括。
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| 关 键 词： | 教学论研究 研究范式 学科发展 |
The Breakthrough of Pushing Forward Teaching Theory Research |
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| Li Songlin.The Breakthrough of Pushing Forward Teaching Theory Research[J].Educational Research,2012(8):95-100. |
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| Authors: | Li Songlin |
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| Institution: | Li Songlin,Deputy Director and professor of School of Education,Sichuan Normal University (Chengdu 610068) |
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| Abstract: | The current teaching theory research is facing three major bottlenecks.Firstly,it emphasizes on the teaching theory research to return to the original point,but it hasn’t formed the research problem domain based on the original point ;secondly,it tries to change the embarrassment of the teaching theory without learning,but it is badly short of the discussion on several mechanism issues under the teaching conditions ;thirdly,it strongly advocates the original research of teaching theory,but as a whole,it hasn’t been able to get out of the research paradigm of logical deduction.The breakthrough of pushing forward the teaching theory research lies in returning to the original point to focus on the research of the original point issues such as discipline,knowledge,capability,learning and development ;focusing on the intrinsic mechanism issues of students’ learning and development under the teaching conditions with the theme of learning and development ;and emphasizing on the summing up and summarizing of practical experience based on the teaching facts. |
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| Keywords: | teaching theory research research paradigm discipline development |
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