摘要
教、学关系研究范式历经了"学的研究"、"教的研究"、"教或学"的研究、"教学"研究四种,每种范式都有其特定的价值取向和优缺点,研究中存在着"钟摆"现象。当代中国提出的"以学定教"、"先学后教"、"先学后导"等教、学关系研究范式,其实质仍是"学的理论"在教学实践中的变式,仍然没有辩证地处理好教、学关系研究范式,教、学关系研究范式应是"教学交互活动"。
The research paradigms of teaching-learning relationship has undergone such four paradigms,namely'learning-centered research','teaching-centered research','teaching or learning research'and'teaching and learning research'.Each paradigm has its specific value orientation as well as advantages and disadvantages,and there exists a'pendulum'phenomenon during the research.In contemporary China,many new research paradigms of teaching and learning were put forward,such as'learning determining teaching','learning before teaching',and'students learning first,teachers guiding and directing followed'.In essence,these new paradigms were the variants of'learning-centered theory'in instructional practice,and they still failed to handle the research paradigm of the relationship between teaching and learning dialectically.The research paradigm of the relationship between teaching and learning should be'the mutual activity between teaching and learning'.
出处
《高等教育研究》
CSSCI
北大核心
2014年第6期80-85,共6页
Journal of Higher Education
基金
中国高等教育学会"十二五"教育科学规划课题(11YB090)
江苏省高等教育学会"十二五"高等教育科学研究规划重点课题(KT2011520)
关键词
教与学的关系
研究范式
价值取向
以学定教
以教定学
relationship between teaching and learning
research paradigm
value orientation
learning determining teaching
teaching determining learning
