现象学视域下教学理论研究的意蕴、困境与超越——兼论教学境域的产生

The Implication, Dilemma and Transcendence of Teaching Theory Research from the Perspective of Phenomenology——On the Emergence of Teaching Context

教学是教育的本体,教学理论研究是推进教学改革的终极关怀。基于现象学的教学理论研究不仅研究教学是什么,更关注教学怎么样。教学现象的本质在教学现象境域的变迁、发生与充盈中流转更换,指向人发展的教学本体岿然不动。教学理论与日常教育对话基本形式相混淆、主客体和主体间境域的分离、难以发现生活世界的普遍教育意义是当下教学理论研究的藩篱。基于生活体验研究新范式,构建合理性、合目的性的境域互动,在研究反思中检验、提升教学理论研究的效度是现象学视域下教学理论研究的发展前景。

Teaching is the noumenon of education, and the research of teaching theory is the ultimate concern to promote teaching reform.Teaching theory research based on phenomenology not only studies what teaching is, but also pays more attention to how teaching is.The essence of teaching phenomenon is transferred, occurred and enrich in the context of teaching phenomenon, and the teaching noumenon which points to human development remains unchanged.The confusion between teaching theory and the basic form of daily educational dialogue, and the separation of object and subject from subject, and the difficulty of finding the universal significance of living world are the barriers of current teaching theory research.Based on the new paradigm of life experience research, constructing reasonable and purposeful context interaction, testing and improving the validity of teaching theory research in research reflection is the developmental prospect of teaching theory research from the perspective of phenomenology.