教学的实践变革与理论重建:30年再回首

The Practice Reform and the Theory Reconstruction of the Teaching:Looking back the Past 30 Years

我国近30年中小学教学改革在其演进的不同阶段有不同的取向与特征，首先出现的是以效率为取向的局部或散点式教学改革，继而开始了追求科学化的教学实验探索，随着新一轮基础教育课程改革的兴起，“三维目标”成为教学改革新的关注焦点，近期的重心则是在学校转型性变革的整体思路下开展教学改革。教学改革带来了理念的变化和理论的生长，主要表现为：教学概念的梳理与重建、教学价值观的拓展与融通、教学过程理论上强调互动与生成、教学评价观上关注过程与关注结果并重。展望教学改革与教学理论的发展，将从终身学习与发展的视角认识教学的奠基意义，“基于教学研究课程”则用以应对课程论发展的挑战，寻求教学研究思路和方法论上的更新、突破以适应未来社会中教育实践的新要求。

The teaching reform of primary and secondary schools in China exhibited different features in its different phases in the past three decades. The first phase of the teaching reform was partial and scattered with efficiency-orientation, and then the teaching reform was the exploration of the teaching experiments with scientific specialization. With the start of the new curriculum reform, the three-dimensional objectives became its new focus Recently, the teaching reform was mainly carried out in the perspective of the transformational school reform. As the reform going on, the conceptions have changed and the theories have developed, which include the carding and reconstruction of the teaching concepts, the widening and fusing of the teaching value, emphasizing the interaction and generation in the teaching process theory, and valuing the process and outcome in the conception of the teaching assessment. Viewing the development of the teaching reform and the teaching theory, the foundational meaning of the teaching would be understood in the perspective of lifelong learning and development. The ＂Curriculum Research based on Teaching＂ would deal with the challenge of the development of the curriculum theory. In order to meet the requirement of the educational practice in the future society, we should seek after the updating and breakthrough in the research thinking and methodology of the teaching .