CAJ | 학술논문

教学论发展的真正标志并不是教学研究范式的嬗变,而应是教学论研究的思维观念革新,因为它直接决定着教学论发展态势的未来走向和教学论知识结构的体系构建. 从"理论教学论"与"实践教学论"之争可以看出,当前教学论研究的思维观混淆了"教学理论研究"和"教学理论性研究"、"教学论研究"和"教学研究",二元对立的研究思维范式仍然是制约当前教学论发展的主要瓶颈. 中国教学论的变革发展需要包容性的研究思维,也就是要将研究个性与研究共性紧密结合起来,互相促进,彼此实现异质共存、共生共荣.
교학론발전적진정표지병불시교학연구범식적선변,이응시교학론연구적사유관념혁신,인위타직접결정착교학론발전태세적미래주향화교학론지식결구적체계구건. 종"이론교학론"여"실천교학론"지쟁가이간출,당전교학론연구적사유관혼효료"교학이론연구"화"교학이론성연구"、"교학론연구"화"교학연구",이원대립적연구사유범식잉연시제약당전교학론발전적주요병경. 중국교학론적변혁발전수요포용성적연구사유,야취시요장연구개성여연구공성긴밀결합기래,호상촉진,피차실현이질공존、공생공영.
The evolution of teaching theory is not the true mark of the development of teaching theory, but should be the innovation of the view of thinking of teaching theory research. It directly determines the future trend of development of teaching theory and the system construction of the knowledge structure of teaching theory. From the debate of "theoretical teaching theory" and "practice teaching theory", we can see that the view of the current teaching theory research confused"research on teaching theory " and "theoretical research on teaching theory", "teaching theory research" and "teaching research". The two opposite thinking paradigm is still the main bottlenecks of restricting the current teaching on the development. The reform and development of Chinese teaching theory needs to inclusive thinking, is also the study of personality and commonness in the combine closely, promoting each other, in order to achieve heterogeneous coexistence and symbiosis.