摘要
改革开放以来,我国的教学手段研究经历了急速勃兴、逐步繁荣和深化发展三个阶段。学者们集中围绕"现代教学手段"和"传统教学手段"、教学手段的"物性"和"人性"、教学手段的"潜在效能"和"显在效能"、教学手段的"崇善"和"溢恶"等核心问题,展开了综合深入的探讨。今后,应着力加强指向未来发展的系统化理论建设,积极开展产学结合的实证研究,努力搭建多学科协同的研究通衢,从而不断提升研究的科学化水平和实践指导力。
Since the reform and opening-up, study of teaching means has experienced three stages ofdevelopment： the beginning stage, the prospering stage and the further development stage. In these 40years, scholars intensively focused on teaching means from the perspective of ＂modern and traditional＂,＂physical properties and human nature＂, ＂potential effectiveness and explicit effectiveness＂, and ＂goodand evil＂. Through numerous comprehensive and in-depth discussions, the academic community hasformed scientific and reasonable views of education, deepened the understanding and cognition of teachingmeans, constructed systematic research framework of the studies of teaching means, and providedimportant theoretical guidance for the continuous innovation of teaching models. On the basis, it is betterto strengthen systematic thinking about education needs in the future, carry out empirical research on thecombination of production and learning actively, and strive to conduct the interdisciplinary researches, soas to continuously improve the scientific level and practical guiding ability of the researches.
作者
赵婧
王本陆
Zhao Jing;Wang Benlu(Faculty of Education,Tianjin Normal University,Tianjin 300387,China;Faculty of Education,Beijing Normal University,Beijing 100875,China)
出处
《课程．教材．教法》
CSSCI
北大核心
2018年第11期46-52,共7页
Curriculum，Teaching Material and Method
基金
国家社会科学基金"十三五"规划2018年度教育学一般课题"为学好而教:新时代课堂教学规范的系统建设"(BHA180123)
天津市高校"中青年骨干创新人才培养计划"资助
关键词
改革开放40年
教学手段
教学论
40 years of reform and opening-up
teaching means
teaching theory
