教学理论的自主性:缺失与反思

The Initiative of Teaching Theory:Deficiency and Reflection

自主性是教学理论发展水平的主要标示。改革开放30年来,我国教学理论在获得长足发展的同时,也存在不同程度的意识形态化、"他化"、"西化"等自主性缺失的问题。对教学理论自主性缺失问题的反思有助于我们进一步廓清研究的思路,将教学理论研究推向深入。

The main sign of the development level of the teaching theory is its initiative. Over the past 30 years since we have adopted reform and open policy, China witness fruitful and rapid development in the teaching theory. However, there are still some untouched issues regarding initiative, such as idealization, uninventive, and westernization. The reflections on the education theory will provide us powerful assistance in doing research work, and will also push it forward.