从合法性走向合理性——中小学教师教学研究的定位问题

From Legitimacy to Rationality— — a Discussion of the Orientation of Teaching Research in the Primary and Middle Schools

随着基础教育课程改革的深入,校本课程的开发和校本教学研究开始引起人们的广泛关注,这在客观上要求中小学教师必须在课堂中开展教学研究。但在现实中,当前的教师教学研究却表现出研究方法的机械化、研究成果的形式化、价值取向的功利化等“不合理”的特征。教师教学研究既不同于教育理论者的研究,又不同于经验总结和工作报告,它具有实践性、价值性和科学性的特征。为此,教师应通过反思性教学、提升自己的教育理论水平、与专家或其他教师开展合作等方式来进行教学研究。

With the development of curriculum reform, school- based curriculum development and teaching research have attracted people's attention, which requires the primary and middle school teachers to make teaching researches in the classroom. But the current teaching researches have some irrational characters such as mechanized research method, formalized research results and utilitarian value. The teaching research is not only different from educational theorists' research, but also different from experience summary and work reports. Rather, it has the features of practice, value and science. Therefore, a teacher should make his research by reflective teaching, upgrading his educational theory and cooperating with experts and other teachers.