教学论三十年:进展、问题与展望

Thirty Years of Teaching Theory Research:Achievements,Problems and the Outlook

我国的教学论研究在过去30年已经取得一定的进展,主要表现在:学科对象的拓展、研究问题的深化、学科性质的明晰、研究风格的分化以及理论体系的完善。但过去的教学论研究也涌现出一些问题,主要包括:观点生成与科学研究的问题;分割研究与总体研究的问题;理论移植与理论适应的问题;学术自由与学术规范的问题;理论创新与符号通约的问题;开放体系与学科划界的问题;教学理论与教学实践的问题;继承传统与现代创新的问题。因此,未来的教学论研究需要在六个方面做出努力,即注重研究的系统性、凸显研究的本土性、加强研究的规范性、提升研究的科学性、强调研究的现代性和提倡研究的原创性。

Over the past thirty years, the study of instruction has made great achievements, which are mainly as follows： the expansion of research object, the deepening research problem, the clarification of research quality, the enrichment of research style as well as the perfection of theory system. However, there are certain problems accompanying with those achievements, which include problems between viewpoint creation and scientific research, partial research and general research, theory transfer and adaptation, academic freedom and criterion, theory innovation and symbol commensuration, open system and subject delimitation, teaching theory and practice, tradition inheriting and modern innovation. Therefore, researchers must give priority to developing the systematic and local-oriented study, creating research criterion and scientific sense of research and enhancing the modernity and originality of study in future.