摘要
教学论的发展经历了三个阶段:单一模仿阶段,独立探索与曲折发展阶段,全面建设与发展阶段。在这三个发展阶段中已经呈现出本土化的倾向,这有利于分析当今教学论本土化的演进趋势。当今教学论本土化建设包括本土教学论研究范式的建构、教学理论的继承与借鉴、教学实践经验的概括与提升。教学论本土化的策略主要有:结合时代发展形成原创性的研究范式、辩证地继承传统教学思想、合理地借鉴外国教学思想、积极开展教学实验并对其经验进行概括。
The development of didactics has gone through three stages: single imitation, independent exploration and tortuous development, and comprehensive construction and development, and the three stages have presented a tendency of localized development, which is conducive to the evolution of didactic localization. Current construction of didactic localization contains construction of research paradigm of local didactics, inheritance of and reference to teaching theories, and generalization and enhancement of teaching practical experience. Strategies for didactic localization mainly include formation of the original research paradigm in the new era, dialectically inheriting traditional teaching ideology, reasonably referring to the foreign teaching ideas, actively conducting teaching experiments and summarizing corresponding experience.
作者
仇怀凯
QIU Huaikai(School of Education Inner Mongolia Normal University,Hohhot 010022,China)
出处
《江苏教育研究》
2019年第28期8-11,共4页
Jiangsu Education Research
关键词
教学论
学科发展
本土化
didactics
disciplinary development
localization
