从“教研机构合并”看教学研究职能的定位--基于“教学研究”概念的视角

Viewing the Positioning of Teaching-research Functions from the“Merging of Teaching-research Institutions”:Based on the Concept of“Teaching-research”Perspective

近年来随着教研机构与其他部门合并的趋势明显,教学研究职能弱化与行政性职能也越趋明显。从“教学研究”概念演变的视角来看,“教学研究”概念的泛化与教学研究职能弱化密切相关。因此,解决教学研究职能问题的前提是要厘清“教学研究”概念的本义。基于此,本文认为要处理好以下关系:第一,在“教”与“学”关系上从“以教为主”走向“因学而教”;第二,在“教学”与“课程”关系上从“教学”范畴走向“课程”范畴;第三,在“经验”与“理论”关系上从“就事论事”走向“理论指导”。

In recent years,with the consolidation of teaching-research institutions and other departments,the function of teaching-research is weakened and the administrative function is becoming more and more obvious.From the perspective of the evolution of the concept of“teaching-research”,the generalization of the concept of“teaching-research”is closely related to the weakening of its function.Therefore,the premise of solving the problem of teaching-research function is to clarify the original meaning of the concept of“teaching-research”.Based on this,this paper argues that the following relations should be handled properly.First,shift the relationship between“teaching”and“learning”,from“teaching-oriented”to“teaching for learning”.Second,the relationship between“teaching”and“curriculum”should be changed from“teaching”to“curriculum”.Thirdly,in terms of the relationship between“experience”and“theory”,we should move from“discussing facts”to“theoretical guidance”.