摘要
新中国成立70年来,教学认识论研究经历了“苏化”与“中国化”探索、停滞与异化、急速勃兴、视域扩展与理论重构几个阶段,在教学认识论的基本理论、实践影响与学科探讨三个方面开展了系统研究。在教学认识论的基本理论方面,研究者主要对教学认识论的内涵、研究意义、理论基础、批判与完善策略、范式转型进行了深入研究;在实践影响方面,主要集中在对教学认识论与教育改革及课程教学改革关系的探讨之中;在学科探讨方面,研究者对语文、数学、历史等学科进行了教学认识论探究。未来教学认识论研究应加强教学认识论的中国贡献研究,深入开展教师与学生认识论研究,拓展基于核心素养的学科教学认识论研究,推进关于统编教材中的教学认识论研究。
Since the founding of the People’s Republic of China 70 years ago,the research on teaching epistemology has gone through several stages of“sovietization”and“sinicized”exploration,stagnation and alienation,rapid growth,horizon expansion and theoretical reconstruction.Systematic research has been made in terms of the basic theory of teaching epistemology,practice effect and exploration of subjects.In the aspect of basic theory of teaching epistemology,researchers conduct thorough research on the connotation,research significance,theoretical basis,criticism and improvement strategy and paradigm transformation of teaching epistemology.In the a^spect of practical influence,they mainly focus on the discussion of the relationship between teaching epistemology and educational reform and curriculum teaching reform.In the aspect of subject discussion,researchers have explored teaching epistemology in Chinese,mathematics,history and other subjects.In the future,the research of teaching epistemology should enhance the research of China's contribution to teaching epistemology,carry out the research of epistemology of teachers and students in depth,expand the research of subject teaching epistemology based on key competencies,and promote the research of teaching epistemology in state-compiled textbook.
作者
郭文良
Guo Wenliang(Faculty of Education,Tianjin Normal University,Tianjin 300387,China)
基金
2017年度天津市高等学校人文社会科学研究项目“天津智慧校园建设标准研究”(2017SK140)
关键词
教学认识论
研究历程
新中国70年
回顾
展望
teaching epistemology
research process
major progress
reflection
prospect
