论教学论的学科特性

On the Principle Features of Didactics

在教学理论界,对教学论学科特性的阐释因其研究对象的模糊性一直处于"语焉不详、言而不明"的状态。基于对两种传统教学论研究模式的深度思考和我国改革开放以来教学论研究的现状分析,我们认为,教学论作为人类理性的存在方式也因学科发展过程中的分化而产生理论沉思、行为实践和技术制作三个层次。不同层面的教学论又因各自不同的研究取向及其与实践的关系而呈现不同的特性。

In the teaching theory field, the expounding about the principle features of didactics is not clear because of the fuzziness in the research object. Based on the deep reflection on the two traditional teaching theory research modes and the analysis of the present situation of teaching theory research after reform and opening up, we believe that teaching theory, as a way of the ex- istence of human reason, will be divided into three layers with the development of the subject： theoretical meditating, behavioral practice and the technology making. Different layers of the teaching theory show different features according to the direction of research and the relationship with practice.