我国当代教学认识论:进展、问题与反思

On China's Contemporary Teaching Epistemology:Progress,Problems and Reflection

人们对教学现象的认识古已有之,而将教学认识论作为一门特定的研究问题域至当代才出现。中国当代教学认识论问题域的形成,历经问题域雏形、问题域成型、问题域清思阶段。作为一门研究问题域的显学,当代教学认识论对理论界与实践界产生了重要影响,与此同时研究者们对其问题域建构、理论基础、基础理论、教学过程本质等问题展开争论,对这些争论进行清理并反思教学认识论及其合理定位,有利于对其作出方向性展望,增益对教学认识论的理解。

The understanding of the teaching phenomenon began in ancient times, but teaching epistemology only appeared in modem times as a specific research domain. The formation of the research domain of China＇ s contemporary teaching epistemology has different stages which include immature stage, maturity and reflection. As an important research domain, contemporary teaching epistemology has important influences on both theory and practice. The researchers carry out debate on the construction of the problem domain, theoretical basis, basic theory, and the essence of teaching process. The settlement of these arguments, the reflections made and the reasonable positioning of teaching epistemology will provide us with a future prospect as well as enhance our understanding of teaching epistemology.