从教学方法到教学方法论——兼论现代教学转型过程中的方法论转换

From Teaching Method to Teaching Methodology——Methodology Transition in the Process of Modern Teaching Transformation

教学改革不仅意味着教学方法的改革,也意味着教学方法论的改革。教学方法论关注的重点不是教学方法,而是教学方法和教学对象的关系。教学方法论要探究教学方法背后的理论基础。教学方法论的核心构成包括:思考教学对象的思考重心、前提假设、视角、分析框架(含分析单位)、思考层次、思维方式等。教学方法论具有鲜明的反思性与批判性,是教师自我意识在日常教学研究中的突出表现。在教学改革中,教师需要走向方法论自觉。

Teaching reform not only means the reform of teaching methods, but also the reform of teaching methodology, whose focus is not teaching methods but the relationship between teaching methods and teaching objects. Therefore, it is trying to explore the theoretical basis behind teaching methods. The essence of teaching methodology is to think about the thinking keystones, hypotheses, perspectives, analytical frameworks （including thinking levels, as well as thinking modes of teaching objects. It has distinct features such criticalness, which are clear indications of teachers＇self-awareness in daily teaching research. teaching reform, teachers have to gain the consciousness of teaching methodology. analytical units）, as reflection and In the process of