近代中国教学论的发展历程考述

A Study of the Development of Pedagogy in Modern China

近年来,从学术史1的视角探讨中国近代教育学各分支学科的形成逐渐引起学者的关注,这是教育学术发展的必然趋势。教学论作为一门外来学科,考察其在近代中国的发展历程正是教学论学科发展的应然要求。在把握近代社会变迁的前提下,通过对教学论学科知识进展与学科制度构建两个维度的分析,我们可以将近代中国教学论发展的历史划分为引进模仿期、探索融合期和发展分化期三个阶段。这既与近代中国教育学各分支学科发展轨迹相符合,也与世界教学理论与实践发展步伐相一致。

In recent years, the investigation of the formation of various branches of modern Chinese pedagogy from the perspective of academic history has aroused the concern of scholars. This is the inevita- ble trend of educational academic development. Pedagogy is a discipline introduced from abroad, and the study of pedagogy development in modern China is an inevitable requirement for the development of peda- gogy. Under the premise of grasping the vicissitude of modern society, through the analysis of the two di- mensions of the pedagogy （i. e. , development of subject knowledge and the construction of subject sys- tem）, we can divide the^history of the development of Chinese pedagogy into three stages, introduction and imitation period, exploration and fusion period, and development and differentiation stage. This is consist- ent with the development of modern Chinese pedagogy branches of disciplines, but also in line with the de- velopment of world teaching theories and practice.