摘要
当代中国教学论研究历经30余年,教学论著述中关于教学设计的内容呈现出不同变化,在教学设计表述方式、教学设计基本过程、教学设计相关内容等研究层面均体现出显著变化。但从其实质性意义上来看,在教学设计内容、内部操作程序、设计的内在逻辑以及教学设计体系等方面并没有显著变化。当代中国教学论视角下教学设计研究仍然没有摆脱以往的“备教材”“备学生”“备教法”的设计框架,也很难契合教师的教学实践发展需要。
For more than 30 years of research into contemporary Chinese teaching theory,the content of the teaching design has undergone various changes especially in its presentation,its basic process,and its related content.However,judging from the substantive sense,there have been no significant changes in the content of teaching design,internal operating procedures,internal logic of design,and teaching design system.It can be seen from the perspective of contemporary Chinese teaching theory that the research into teaching design has not got rid of the usual design framework of“content design”,“understanding students”and“method design”,and it is difficult to meet the needs of frontline teachers who want to develop their teaching practice.
作者
徐文彬
李永婷
罗英
XU Wenbin;LI Yongting;LUO Ying(School of Educational Science,Nanjing Normal University,Jiangsu Nanjing 210097;School of Education of Linyi University,Shandong Linyi 276000,China)
出处
《教育参考》
2020年第3期17-24,共8页
Education Approach
基金
教育部人文社科2019年青年基金“动态知识观视野下学科教学认知(PCKg)的统整研究:机制创新与路径实现”(项目编号:19YJC880047)的研究成果之一。
关键词
教学论
教学设计
研究
Teaching Theory
Research into Teaching Design
Research
