教学规律研究：必要性及研究逻辑

Research on Instructional Laws:Necessity and Research Logic

近年来,以对基础主义的颠覆为哲学基础的教学论研究,毅然走上了"去科学化"的道路。这种研究取向否认教学规律的存在、放弃对教学规律的追求。教学理论是由相互联系的教学价值规范、教学科学理论和教学方法技术构成的有机统一体。教学规律的知识是教学科学理论的核心构成,探讨教学规律问题,对于教学论学科的发展和教学实践的改进,都具有非常重要的意义。教学规律是统计性规律,具有客观性、条件性、层次性等特点。教学规律研究的逻辑主要是一种假设检验的过程。

In the recent years, instructional theory research based on the philosophy of subverting foundationalism absolutely goes on the way of de-scientification. This research orientation denies the existence of instructional laws and thus gives up pursuing them. Instructional theory is an organic body consisting of instructional value norm , instructional science theories and instructional methods and technology which are related with each other. Knowledge of instructional laws is the core of instructional theories. Studying instruction laws is of vital importance to the development of the instruction discipline and the improvement of the instructional practice. Instructional laws are statistical laws which are objective , conditional and layered. The study of instructional laws is a process of assuming and testing.