摘要
中华人民共和国成立以来,我国教学流派及研究大致经历了酝酿期、沉寂期、初创期和发展期四个阶段。在教学流派的本质、特征、构成因素、生成模式、文化与地域属性以及学科教学流派等方面的研究取得了丰硕的成果。但研究中尚存追述式建构引起流派研究的滞后性、研究视角狭窄、研究方法单一等问题。基于此,未来应发挥理论研究的预测与导向功能、拓宽教学流派研究的视角、综合运用多种研究方法。我国当代教学流派发展前景令人期待。
Since the founding of PRC in 1949, the researches of teaching approach in China can be divided into four phases: gestation period in the early days of PRC, stagnate period at the Cultural Revolution, start-up period since reform and opening-up, and flourishing period of in the 21st century. The researches have achieved fruitful results in many aspects, such as the nature, characteristics, constitutive factors, generative models, cultural and regional attributes, and teaching schools of disciplines. Nonetheless, various problems still remain, such as the lagging research resulting from recalled construction, the narrow scope of research and the single research method. Based on the above, we should give full scope to the predictive and guiding advantage concerning scholarship, broaden the perspective of teaching approach research, and use a variety of research methods synthetically. The future of China's modern teaching approaches is promising.
作者
李如密
段乔雨
Li Rumi;Duan Qiaoyu(Institute of Curriculum and Teaching, Nanjing Normal University, Nanjing Jiangsu 210097, China)
出处
《课程．教材．教法》
CSSCI
北大核心
2019年第8期42-49,共8页
Curriculum，Teaching Material and Method
基金
江苏教育报刊社委托项目“苏派教育的教学艺术及教学风格研究”(S11060A41711)
作者简介
李如密,1964年生,男,山东费县人,南京师范大学课程与教学研究所教授,教育学博士,博士生导师,主要研究课程与教学论;段乔雨,1992年生,女,甘肃渭源人,南京师范大学课程与教学研究所博士研究生,主要研究课程与教学论。
