教学论研究中的本体论思维及其批判

Ontological Thinking in the Teaching Theory Research and Its Criticism

教学论研究中的本体论思维主要表现在:研究目标方面,相信教学有"本质"、"规律"等关于教学的"普适性"的存在,期望能从抽象的概念、逻辑的推演中获得关于教学的真理性的认识,忽视教学中那些现实的、具体的、偶然的事件和现象;研究范式方面,习惯于采用思辨的研究方法,以建立普适性的、能解释一切教学场域中发生的教学现象的宏大体系为旨归。本体论思维下的教学论研究陷入了教学理论发展僵滞和教学实践得不到有效的引领和指导的困境。实践思维是教学论研究应该关注的思维形式。

Ontological thinking in the teaching theory research mainly displays itself in the following two aspects. In research targets, it believes that teaching has its＂nature＂ and ＂laws＂ which are ＂universal＂, expecting to acquire the understanding of truth from the abstract concepts and the deduction of logic, while neglecting those real, concrete and accidental events and phenomena; in research paradigms, it tends to apply the speculative research method with the aim of establishing a grand system which is universal and capable of explaining all the teaching phenomena taking place in the teaching fields. Teaching theory research with the ontological thinking has got into the predicament where teaching theory is stagnant and teaching practice is lacking in efficient guidance and direction. Practice thinking is the thinking form teaching theory research should focus on.