摘要
改革开放30年来,中国教学论学科经历了反思重建、引进借鉴、构建体系及综合创建几个阶段,在开拓理论视野、转变教育观念、探索新的研究方式和方法等方面取得了许多重大的研究成果。中国本土化的教学论学科理论建设从确立研究主题、界定核心概念、凝集重点问题及变革研究方法几方面展开。教学论学科发展的实践指向,集中体现在基础教育课程改革研究,教与学方式变革与教学策略的构建,有效教学及其评价标准研究,以及教育技术手段的发展与应用等方面。中国教学论学科实现了从传统走向现代的历史性超越。目前,中国教学论学科正处在一个走自主创新道路的关键转折点,必须走出传统范式,真正切入理论的原点和实践的原点,实现学科本身的理论创新和方法创新。
In the past 30 years of the reform and opening up, instructional theory in China has experienced the stages of reflection and reconstruction, introduction and drawing lessons, system construction and comprehensive creation, which has seen many achievements in broadening theoretical vision, changing educational concepts and exploring new research ways and methods. The theoretical construction of Chinese localized instruction theory subject has been expanded in establishing research theme, defining core concepts, concentrating on key issues and changing research methods. The practical direction of instructional theory development focuses on the research of basic education curriculum reform, the transformation of teaching and learning mode and the construction of teaching strategy, the research of effective teaching and its evaluation standard, as well as the development and application of educational technique, etc. Instructional theory in China has realized the historical surmounting from tradition to modernity. At present, instructional theory in China is in the key turning point to take the way of initiative innovation, it must walk out of the traditional paradigm, really plunge into the original point of the theory and practice, so as to realize the theoretical and methodological innovation of the subject itself.
出处
《教育研究》
CSSCI
北大核心
2009年第3期37-47,共11页
Educational Research
关键词
教学论
学科发展
发展路径
instructional theory, contemporary patterns, developmental route
