教学理论知识增长的两种理路

Two Approaches to the Increase of Instructional Knowledge

基于对教学理论“知识传统”及文本的省察,教学理论研究知识增长分为两种合法理路:1.传统。认为教学理论传统的功能一方面在于作为一种源泉、一种背景,在持续的积累和扩展中推动教学知识的发展;另一方面在于提供一种批判和扬弃的契机,通过不断变革创新促进教学知识的发展;2.理念(先行结构)。认为教学知识增长是对各种教学理念的整合与吸纳过程,一种范式之间不断流变的过程。教学理论知识增长两种路向的探讨意在表明教学理论研究的“爱”教学智慧的柢质。

Based on the reflection on the knowledge tradition and document of instructional theory, two approaches to the increase of instructional knowledge are proposed. The first one is the tradition. It is believed that the traditional function of teaching theory regarded as the source and background , on the one hand, is to develop the teaching knowledge in the sustainable accumulation and enlargement. And on the other hand, it is to provide aopportunity of criticizing and discarding, and to develop the teaching knowledge by continuous innovations and creations. The second one is the notion (advanced structure). It is considered that the increase of teaching knowledge is a process of integrating and absorbing all kinds of teaching ideas , in which different modes interchange. The study of the two approaches aims to show the essence of teaching wisdom of love in the teaching theory research.