教学(理)论与课程论关系新探：基于比较的视角

Reconsidering the Relation between Didactics/Teaching Theories and Curriculum theories:A Comparative Perspective

教学(理)论与课程论均是西方现代性的产物,但它们分别来自西方两种不同的教育文化传统——教学论植根于欧洲、尤其是德国的教育文化传统,而课程论(以及与之相关的教学理论)则来自美国及英国的教育文化传统。我国教学论与课程论学者长期误读了源自西方两种不同的教育文化传统,致使关于教学论和课程论关系的争论陷入了误区与僵局。走出这一误区和打破这一僵局需要从这两门教育学科所赖以产生的不同的教育文化传统来重新认识它们,比较它们和研究它们,并在理解它们各自特点的基础上结合我国教育文化传统和教育实践,建构具有中国教育文化特色的教学论和课程论。

Both Didactics or teaching theories and curriculum theories are producls of the Western modernity, but they stemmed from lwo different educational cuhural traditions. The former rooted in the European educational euhural tradition, especially in the German tradition, while the latter resulting from the Anglo-American educational cultural tradition. Chinese scholars in Didactics and Curriculum Studies have long misread these two educational disciplines coming from the two different Western educational cultural traditions, so that the disputes involved in them have fallen into an erroneous zone and entered a deadlock. This paper argues that it would be necessary for us to reconsider, to compare and to inquire them in terms of the lwo different educational euhural traditions in which both Didactics and Curriculum Studies have been embedded.