摘要
课程论的"大"字情结先后经历了从教学论析出独立,与教学论齐头并置,试图涵盖教学并与教育同义三个历史发展阶段。其立论基础是教学观中的生本说,生本说中的学习论,学习论中的材料学,进而以广义材料学来自我证成并逻辑自洽。这一立论基础不仅致使其在理论认知上存在多因化约一因、静态涵盖动态、主动演化被动等问题,也致使其在实践上导致教师能动性降低,教材结构性削弱,学生学习混乱性加剧,学科发展无序性增强等问题。为此,应当再度审视作为活动的教学与作为学科的教学论的本份与职责坚守,重申教学活动构成的教师、学生、课程三个基本要素,共立教学语义构成的教、学两维界定,析明教学论学科构成的教导论、承习论、课程论三类研究,并将课程锁定在静态层面、将教师锁定在动态层面、将学生锁定在动静交构的双向互动层面。
The Inclusive Complex of Curriculum has undergone three stages：getting separate from and independent of curriculum;being coexistent with curriculum;and attempting to include teaching and be equal in meaning with education.Its theoretical basis lies in the student-centeredness in teaching conception,the learning theory in the student-centered theory,and material-centered thoughts in the learning theory.The theoretical basis poses such theoretical problems as replacing multi-factor with mono-factor,covering dynamic with static,changing active into passive,and also poses such practical problems as lowering of activeness of the teachers,weakening of the structure of the textbook,aggravation of disorderliness of the learning of the students.So we need to reexamine the essence and function of Teaching as an activity and Teaching Theory as a discipline,reiterate the three elements of teaching activity：teacher,student,and curriculum,establish the definition of teaching from two dimensions：teaching and learning,clarify teaching research being composed of the research into teaching,the research into learning and the research into curriculum,and direct the research into curriculum on a static level,the research into teacher on a dynamic level,the research into students on an interactive level inclusive of both the static and the dynamic.
出处
《当代教育与文化》
2012年第5期39-47,共9页
Contemporary Education and Culture
基金
杭州市"131"人才第二层次支持计划项目
杭州师范大学优秀中青年教师支持计划项目
"勤慎"研究资助项目(HZNUJTAS201101007)
关键词
课程论
“大”字情结
教学论
职责坚守
curriculum theory
inclusive complex
teaching theory
function
