近20年来我国课程与教学论研究进展的可视化解读

The Research Progress Based on a Visualized Analysis about Chinese Curriculum and Teaching Theory in the Past Twenty Years

研究采用可视化工具对1998—2017年CNKI收录的1138篇课程与教学论主题文献进行分析,发现我国课程与教学论的学科性质已由传统的纯理论性学科转变成现在的行动性学科。具体表现在:理论研究具有鲜明的问题指向性;具体教学问题成为关注焦点;为政策决策服务的功能渐趋强化。因此,研究者要重新进行价值定位,增强介入教学实践的责任意识,变革介入教学实践的研究方式。

In order to show the research status of curriculum and teaching theory in China in the past two decades objectively and intuitively,and accurately grasp the research focus and direction,this research has used the visual literature analysis tool to analyze 1138 curriculum theory-oriented and teaching theory-oriented documents from CNKI academic journals(1998-2017).The research has found that the nature of curriculum and pedagogy in our country has changed from the traditional purely-theoret.ical subject to the present action discipline,which is manifested in the following aspects:the theoretical research had distinct problem orientation;the concrete teaching problem became the focus of attention;the function of services for decision-making policy was gradually strengthened.Therefore,the curriculum and teaching researchers have to reorientate their value,enhance their own consciousness of responsibility and change research methods in the progress of involvement in curriculum and teaching practice.