论行动的教学论研究

On the Action-oriented Teaching Theory Research

教学现象中蕴含着教学的本质,准确地解释教学现象、解决疑难是教学论的基本功能。教学的情境性和生成性决定了教学论是直面教学实践的学科,它生成于疑难教学情境中。以往的教学论研究祛时间性、祛情境性,把教学现场仅仅作为获取数据和资料的对象,带来了理论脱离实践的后果。教学论不能以知识为目的,教学论研究者是以行动为策略解决教学问题者。因此,行动的教学论研究者是有家国情怀的知识分子,具有强大的实践能力,其学术人格是宽容而不是偏激批判的,有能力通过行动挖掘并彰显教学的内在特质。

Teaching phenomenon contains the nature of teaching. The basic functions of teaching theory is explaining the teaching phenomenon and solving problems accurately. Because the phenomenon of teaching were developed in the difficult teaching situations, whose subject characteristics is situationality and generativity, which determine the pedagogy research to face teaching practice activities. Comparily, in the past time teaching research doesn＇t consider about time and situation,which lead to theory without practice. Knowledge can not be the purpose of teaching research. Researchers use action strategy to solve the teaching problems in real life. Therefore, action researchers are intellectuals who not only care about home and country, but also hold practical abilities. What＇s more ,whose academic personality is tolerant rather than extreme critical. They are able to indicate the inherent qualities of teaching by action research.