摘要
教学认识是在马克思主义认识论指导下,通过对教学活动本质的抽象概括和丰富具体而获得的一个基本范畴,其发展经历了观点争鸣期、理论建构期、反思拓展期和理论重构期四个阶段。教学认识主要以哲学、心理学和系统论为理论基础,对教学认识的研究对象、教学本质、教学认识方式以及主客体关系进行了系统研究。从研究现状来看,教学认识论的研究虽然比较成熟,但也存在对教学认识论的再认识、主客体再认识以及对教学认识论的误解等问题,亟待进一步深入研究。
Teaching Cognition,a fundamental concept derived from the Abstract summarization and concrete actualization of the nature of teaching activities under the guidance of the Marxist epistemology,went through the following four stages:argumentation of varied opinions;construction of the theory;reflection and expansion;and reconstruction of the theory.Teaching Cognition,based mainly on philosophy,psychology,and systematology,is the systematic study of its objective,nature,means,and the subject-object relation.As regard to its status quo,the research into Teaching Cognition,though mature,is still in need of further explorations,due to such problems as re-recognizing the epistemological teaching theory,and re-recognizing the subject and object,and misunderstanding of the epistemological teaching theory.
出处
《当代教育与文化》
2012年第6期44-48,共5页
Contemporary Education and Culture
基金
西北师范大学青年教师科研能力提升计划骨干项目"当前基础教育课程与教学改革研究"(SKQNGG11018)的研究成果之一
关键词
教学认识
研究现状
审视
Teaching Cognition
status quo
scrutiny