摘要
审视我国近60年来的教学过程本质研究,大致可以划分为四个发展阶段,其中特殊认识说、发展说、交往说、层次类型说是具有代表性的观点,它们从不同层面对教学过程本质进行概括研究,具有重要的价值和意义。
Profound progress has been achived in the researches of teaching in the past 60 years in China. They are usually devided into four phases： cognition, development, communication, and dimensional typology. A historical study of them is considered as significant.
出处
《河北师范大学学报（教育科学版）》
CSSCI
北大核心
2009年第6期42-46,共5页
Journal of Hebei Normal University(Educational Science)
关键词
教学过程
本质
回顾
审视
teaching process
essenee
retro
peet
scanning
