走向“理解”的教学理论——哲学解释学视角下的教学论写作观反思

The Teaching Theory towards “Understanding” ——Reflection on Pedagogical Writing Views from the Philosophical Hermeneutics Perspective

教学活动的开展需要科学理论的指导已成为当前教育界的共识。然而,在教育教学实践中,对于教师如何学习掌握并熟练运用教学理论始终是一个长期以来一直困扰着一线教师,特别是从事教学论研究的理论工作者的问题。从哲学解释学的视角看,教学理论与教学实践存在鸿沟,即立场上不对称,内容上不照应,逻辑上不匹配。当前,我们从教学理论写作的原始冲动、语言定位、价值归属三方面确立新型的教学论写作观,为教学理论指导教学实践活动的顺利开展提供方向牵引与方法论指导。

It is commonly acknowledged that teaching activities need to be underpinned with scientific theory . However , how to learn and apply teaching theories in teaching practice has always plagued classroom teachers , particularly those researchers engaging in pedagogical studies . T his paper takes the perspective of philosophical hermeneutics to make a literature review on the connotation development of the core concept “understanding” . Then , it points out that wide gap exists between teaching theory and teaching practice , namely different standpoints , lack of correspondence in contents , and mismatched logic . Currently , a new view of pedagogical w riting is to be established . It mainly concerns three aspects , including the original impulse of w riting , language option and value attribution . T he new w riting view will direct teaching theory to provide guidance for teaching practice .