摘要
近年来,从学术史1的视角探讨中国近代教育学各分支学科的形成逐渐引起学者的关注,这是教育学术发展的必然趋势。教学论作为一门外来学科,考察其在近代中国的发展历程正是教学论学科发展的应然要求。在把握近代社会变迁的前提下,通过对教学论学科知识进展与学科制度构建两个维度的分析,我们可以将近代中国教学论发展的历史划分为引进模仿期、探索融合期和发展分化期三个阶段。这既与近代中国教育学各分支学科发展轨迹相符合,也与世界教学理论与实践发展步伐相一致。
In recent years, the investigation of the formation of various branches of modern Chinese pedagogy from the perspective of academic history has aroused the concern of scholars. This is the inevita- ble trend of educational academic development. Pedagogy is a discipline introduced from abroad, and the study of pedagogy development in modern China is an inevitable requirement for the development of peda- gogy. Under the premise of grasping the vicissitude of modern society, through the analysis of the two di- mensions of the pedagogy （i. e. , development of subject knowledge and the construction of subject sys- tem）, we can divide the^history of the development of Chinese pedagogy into three stages, introduction and imitation period, exploration and fusion period, and development and differentiation stage. This is consist- ent with the development of modern Chinese pedagogy branches of disciplines, but also in line with the de- velopment of world teaching theories and practice.
作者
肖菊梅
李如密
XIAO Ju-mei LI Ru-mi(Institute of Curriculum and Teaching, Nanjing Normal University, Nanjing 210097, China)
出处
《教育学报》
CSSCI
北大核心
2016年第6期23-31,共9页
Journal of Educational Studies
基金
江苏高校优势学科建设工程资助项目(简称PAPD)
全国教育科学"十二五"规划教育部重点课题"孔子对其弟子的教学艺术及现代价值"(项目编号:DOA140201)的阶段性成果之一
关键词
教学论
近代中国
引进模仿
探索融合
发展分化
pedagogy
modern China
introduction and imitation
exploration and integration
development and differentiation
