CAJ | 학술논문

对教学研究来说，明确教学研究的对象与方法是首要任务。文章以亚里士多德的“四因说”为框架对教学研究进行了系统分析。首先，通过对教学中的质料因、形式因、动力因与目的因的分析，得到了教学内容、教学对象、教学活动、教师与受过教学的人等几个要素，进而得到了教学论、教学心理学、教学技术学、课程论、教师教育与学习科学等教学研究的六个子领域。其次，从研究过程与研究结果两个维度把研究方法分成四类，并把上述分析所得到的几个教学研究的内容要素跟这四类研究方法进行了匹配，得到了一个由教学研究内容与方法组成的较为完整的图谱。
대교학연구래설，명학교학연구적대상여방법시수요임무。문장이아리사다덕적“사인설”위광가대교학연구진행료계통분석。수선，통과대교학중적질료인、형식인、동력인여목적인적분석，득도료교학내용、교학대상、교학활동、교사여수과교학적인등궤개요소，진이득도료교학론、교학심이학、교학기술학、과정론、교사교육여학습과학등교학연구적륙개자영역。기차，종연구과정여연구결과량개유도파연구방법분성사류，병파상술분석소득도적궤개교학연구적내용요소근저사류연구방법진행료필배，득도료일개유교학연구내용여방법조성적교위완정적도보。
The top priority of teaching research is to define its object and method .This article applies the framework of Aristotle ’ s“Four Causes” to the systematic analysis of teaching research .First, based on the a-nalysis of the material cause , formal cause , moving cause and final cause in teaching , it infers the teaching content, audience, process and subject , and further explores the six fields related to teaching research , i.e.:teaching theory , instructional psychology , instructional technology , curriculum theory , teacher education and learning science .Secondly , it classifies the research method into four from the dimensions of research process and result , and matches the above-mentioned elements of teaching content with the four research methods , thereby obtaining a complete content-method pedigree for teaching research .