教学论的学科立场

The Position of Instruction Theory as a Discipline

改革开放三十多年来,我国教学论学科取得了一些成绩,但也存在着诸多问题,这些问题与教学论研究的学科立场偏差密切相关。教学论研究学科立场的偏差主要表现在旨在普适性教学知识的寻求、限以自我为中心的教学表达以及止于教学论文本的逻辑运演等方面。教学论研究者需要确立基于现实教学问题解决的学科立场,明确界定教学问题、严格履行研究过程、谨慎对待教学认识、注重教学实践检验和强化研究主体意识。

Since the implementation of the reform and opening-up policy thirty years ago, instruction theory as a discipline in China has made some achievements, but there are also many problems which are closely related to the deviation of the discipline position of instruction theory research. The deviation of discipline position of instruction theory research is mainly represented by the pursuit of universal teaching knowledge, the self-centered teaching expression and the logic deduction based solely on the text of in- struction theory and so forth. The instruction theory researchers need to establish a discipline position based on teaching problem solving in practice, define the teaching problems clearly, conduct the research in a strict way, deal with teaching thoughts carefully, pay attention to the verification by teaching practice and strengthen researcher＇s subject awareness.