CAJ | 학술논문

有关教学主客体的研究是当代教育理论的一个重要课题。从宏观教学过程这一概念出发，在理论分析和概念识读的基础上，提出教学系统的三主体双客体结构理论。按照这一理论，教学系统由三类主体（教的主体、学的主体和管理主体）和两类客体（主体性客体和单纯性客体）构成。用这一理论来指导教学工作实践，可以充分调动教学过程中的一切积极因素，协调构成教学过程的各种要素的关系，促进教学质量和教学效率的提高。
유관교학주객체적연구시당대교육이론적일개중요과제。종굉관교학과정저일개념출발，재이론분석화개념식독적기출상，제출교학계통적삼주체쌍객체결구이론。안조저일이론，교학계통유삼류주체（교적주체、학적주체화관리주체）화량류객체（주체성객체화단순성객체）구성。용저일이론래지도교학공작실천，가이충분조동교학과정중적일절적겁인소，협조구성교학과정적각충요소적관계，촉진교학질량화교학효솔적제고。
Research on the subjects and objects of teaching has always been critical in the research field of modern educational theories. Proceeding from the concept of macro teaching process, and on the basis of theoretical analy- sis and conceptual differentiation, the structural theory of "triple subjects and dual objects" is proposed in the pa- per. Under this theoretical framework, the system of teaching is viewed as comprising three subjects, namely, sub- ject of instruction, subject of learning and subject of management, and two objects, namely, subjective object and singular object. With this theory guiding teaching practices, all positive elements in the teaching process can be ef- fectively mobilized and coordinated to produce the most desirous teaching effect and teaching proficiency.