CAJ | 학술논문

教学科学观与科学教学观是两种不同的认识信念。教学科学观是把教学本身作为科学看待的信念；科学教学观是指以科学的态度和方式看待和处理教学的信念。教学科学观以传统知识论作为认识论基础，以“物性化”为前提，追求教学规则的“通性”为基本价值取向。科学教学观在“人性化”层面审视教学的本真，以研究教学的情境、生成、智慧和创新为基本宗旨，以追求教学操作的“个性”为基本倾向。教学科学观面临难以回避的困境，向科学教学观的转变是教学发展的应然追求。
교학과학관여과학교학관시량충불동적인식신념。교학과학관시파교학본신작위과학간대적신념；과학교학관시지이과학적태도화방식간대화처리교학적신념。교학과학관이전통지식론작위인식론기출，이“물성화”위전제，추구교학규칙적“통성”위기본개치취향。과학교학관재“인성화”층면심시교학적본진，이연구교학적정경、생성、지혜화창신위기본종지，이추구교학조작적“개성”위기본경향。교학과학관면림난이회피적곤경，향과학교학관적전변시교학발전적응연추구。
Teaching scientization (TS) and scientific teaching (ST) are two different kinds of epistemic belief. Accord-ing to the view of TS,instruction itself is treated as a science,and while in the light of ST view,it is conducted in a scientific manner. View of TS is developed as a precondition of“materialization”, based on traditional theory of knowl-edge, and aiming at exploring common teaching rules. In contrast, view of ST is formed for the purpose of surveying teaching essence on a hommizational level, deliberating teaching situation, wisdom and innovation, and highlighting indi-viduality on teaching behaviors. Thus it is inevitably necessary to changing view of TS to ST.