中国情境教育实验研究述评

Review of the Experimental Study of the Situation Education in China

李吉林从1978年开始情境教育实验研究,从"片段语言教学"的第一轮实验经过两次质的飞跃到情境课程的分类、开发,构建了情境教育的理论框架和操作体系,被认为是中国教育在理论结合实践研究中的一朵奇葩。随着研究的深入、理论框架和操作体系的建构,情境教育实验研究凸显"高原现象",主要表现在:情境教育学科化面临挑战;情境教育受学段的限制;情境教育与评价机制相冲突;情境教育自身体系尚不完善。情境教育进一步的实验研究必须面对和解决越来越复杂的现实问题。

In 1978, Li Jilin started the experimental study of the situation education. The construction of the theoretical framework and op- eration system is finished from ＂fragment language teaching＂ to the classification and development of the situation courses after two qualitative leaps,which is considered to be a miracle in China＇ s education emphasizing the combination of theory and practice. With the in - depth re- search of the theoretical framework and the operation system, Li and the situation education experiment will encounter a lot of problems inevita- bly：the discipline orientation of situation education is faced with challenges; situation education encounters limitations caused by different study periods;there are conflicts between situation education and the evaluation mechanisms;the situation education system is not perfect. Therefore, the further experimental study of situation education has to face and solve the increasingly complex practical problems.