摘要
就教学理论的研究范式来说,拓展范式是为横向广度发展样态;深化范式是为纵向深度发展样态;超越范式是为整体综合发展样态。当前,拓展范式研究蕴含着新一元论和游离教学的危机;深化范式研究面临潜隐化和失落教学深层意蕴的危险;超越范式研究沦为文献研究。只有坚持源于教学、研究教学并归于教学,我们才能扎根于教学理论研究的现实,走出研究范式的困境。
There are three research paradigms in teaching methodology, among which expanding paradigm is in the horizontal state, deepening paradigm is in the longitudinal state and transcending paradigm is in the integrated state. At present, the expanding paradigm implicates the crisis of new monism and deviation from teaching, the deep- ening paradigm faces the danger of being covert and losing the deep connotation of teaching, and the transcending paradigm is reduced to the literature summary. We should stick to the principle of being from the instruction, making research into the instruction and returning back to the instruction, so that we can get rooted in the actual situation when doing the researching work and get out of the plight research paradigms are in.
出处
《教育理论与实践》
CSSCI
北大核心
2009年第1期51-54,共4页
Theory and Practice of Education
关键词
拓展
深化
超越
教学理论
研究范式
expanding
deepening
transcending
teaching methodology
research paradigm
