摘要
作为教育研究中备受关注的一个新领域,课堂生态研究定位是运用生态学的原理和方法研究课堂现象;研究对象是课堂生态系统中师生之间、生生之间通过教与学的活动而形成的结构、功能、形态及其优化和调控;研究方法包含生态哲学、横断科学研究方法和生态学学科的专门研究方法三个层面;研究的后续发展方向是由学科发展的规范性范式向验证性范式推进,不断吸收生态学的前沿理论和方法,在研究内容上由对课堂生态系统的结构和功能向对优化和调控发展,在研究方法上由定性描述向定量测评和生态建模发展。
As a new domain of educational research, classroom ecology research, whose orientation aims to take the principals and methods of ecology to research classroom phenomenon, has been paid much attention to. Its research object is the structure, function and the situation of ,classroom ecosystem that take shape during the course of teaching and learning, as well as the ways of its optimization and regulation. The research methods contain three levels as the ecology philosophy, transection science and the ecology discipline. The follow-up research direction is from regulated model of the discipline development to the confirmation model, with the continuous absorbing of the frontier theories and methods of ecology. In research content, there has been the transformation from focusing on the structure, function to the ways of optimization and regulation. In research method, there has been the transformation from qualitative description to quota evaluation and ecology modeling.
出处
《教育研究》
CSSCI
北大核心
2011年第12期59-63,共5页
Educational Research
基金
浙江省教育科学规划2009年度重点研究课题"课堂生态的理论研究与应用研究"(课题编号:SB12)的研究成果
关键词
课堂生态
教育生态学
课堂现象
规范性范式
验证性范式
classroom ecology, ecology of education, classroom phenomenon, normative paradigm, verifiable paradigm
作者简介
孙芙蓉，温州大学教师教育学院副院长、副教授（浙江温州325305）
