《论改革开放以来大陆教学过程研究分析的理性反思》由会员分享，可在线阅读，更多相关《论改革开放以来大陆教学过程研究分析的理性反思（51页珍藏版）》请在金锄头文库上搜索。
1、改革开放以来 大陆教学过程研究的理性反思学位类型 ：学术型学位学科（专业学位类别） ：教育学作作者者姓学名 ：号 ：彭礼09011402016导师姓名及职称 ：实践导师姓名及职称 ：周险峰教授学院名称 ：教育学院论 文 提 交 日 期 ：学 位 授 予 单 位 ：2012 年 6 月 1 日湖南科技大学A Rational Thought of Teaching Process Research on the Mainland Since the Reform and OpeningType of DegreeAcademic DegreeDiscipline (Type of Profess
2、ional Degree)PedagogyCandidateStudent NumberPeng Li09011402016Supervisor and Professional TitleZhou Xianfeng, ProfessorPractice Mentor and Professional TitleSchoolDateUniversityTeaching CollegeJune 1，2012Hunan University of Science and Technology学位论文原创性声明本人郑重声明：所呈交的论文是本人在导师的指导下独立进行研究所取得的研究成果。除了文中特别加
3、以标注引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写的成果作品。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。本人完全意识到本声明的法律后果由本人承担。作者签名：日期：年月日学位论文版权使用授权书本学位论文作者完全了解学校有关保留、使用学位论文的规定，同意学校保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权湖南科技大学可以将本学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。涉密论文按学校规定处理。作者签名：导师签名：日期：日期：年年月月日日摘要改革开放以来，随着教学论研究的发
4、展与兴盛，教学过程的研究呈现出一片 繁荣的景象。人们运用科学的方法对教学过程的本质、教学过程的要素、教学过程的环节等进行了卓有成效的探讨，并取得了丰硕的研究成果。但我们也不能否认，时至今日，我们的教学过程研究仍然缺乏其应有的影响力。应当如何构建具有中国特色的教学理论？这是我们每一个教学理论研究者都必须思考的话题。因此，本文试图通过梳理改革开放以来的教学过程研究，使后继的研究者能够对几十年来教学过程研究的背景、历程、内容、特点、问题与发展趋势有一个较为清晰而明确的认识，从而深化教学理论的研究，推动教学论的发展。具体来说，本文主要分为以下五个部分：第一部分为绪论部分，主要介绍了本论文研究的缘起、研
5、究意义、国内外相关研究、相关概念界定、研究思路、研究方法、研究框架等。第二部分在借鉴相关研究成果的基础上，梳理了改革开放以来大陆教学过程研究的发展情况。20 世纪 70 年代末至 80 年代中期是教学过程发展的零散研究时期，以引进和重新认识国外教学过程理论、教学过程基本理论的零碎研究为主要特征；80 年代中期至 90 年代末，随着研究视角逐渐多元、研究主题逐渐拓展、国外教学过程理论研究的综合与深化以及反思性研究开始增多，教学过程的理论研究进入了系统化时期；进入 21 世纪以后，教学过程的研究进入了一个深化发展的时期，其主要特征是全面系统的反思性研究增多，教学理论与教学实践的联系也更加紧密，研究
6、内容也日益丰富。第三部分从研究主题的角度，选取教学过程理论研究三个最主要的方面教学过程的本质、教学过程的要素、教学过程的环节进行了详细的总结。第四部分在前面研究的基础上，系统总结了改革开放以来教学过程研究所取得的成就：理论体系日趋完善、研究内容日渐丰富、研究方法日渐多元；并在此基础上，概括了其发展的特征：从简单思维转向复杂思维，从线性研究转向立体研究，从封闭体系转向开放体系，从单一研究转向多学科研究。第五部分总结了改革开放以来教学过程研究中存在的问题：实证与定量研究缺少、多视角研究缺乏系统性、中国特色体现不足、本体论研究的缺少、理论研究与教学实践脱节，并在此基础上提出了相应的对策：定量与定性研
7、究相结合、多元化与个性化相结合、全球化与本土化相结合、体系建构与问题解决相结合、理论研究与教学实践相结合。关键词：教学过程；教学论；理性反思；理论研究；iABSTRACTWith the teaching theory research development and prosperity, researches on teaching process present a scene of prosperity since the reform and opening up.People make very fruitful exploration on the essence of teac
8、hing process, the factorsof teaching process, the steps of teaching process and so on, and achieve fruitfulresults. But we cant deny that, even today, study on the teaching process of itsinfluence is still lacking. How to conduct the teaching theory with Chinesecharacteristics? This is a teaching th
9、eory researchers have to think about. Therefore,this thesis tries to comb through researchers on teaching process since reform andopening up, makes the later researchers have a clearer understanding for thebackground, process, content, characteristics, problems, and development trend of theteaching
10、process, and further deepens the teaching theory research as well aspromotes the development of teaching theory.This paper is mainly divided into the following five parts:The first part is an introduction, mainly introducing the research origin,significance, domestic and foreign research, definition
11、 of related concepts, researchideas, methods and framework.Based on the relevant research results, the second part discusses the developmentsituation of teaching process study in the mainland. The end of 1970s to the middle of1980s is the period of the teaching process development, mainly introducin
12、g andrecognizing foreign teaching theory and basic theory on teaching process; From themiddle of 1980s to the end of 1990, along with the research perspective and researchtheme gradually expanding and diversifying, comprehensive foreign research onteaching process, and its deepening and reflection r
13、esearches begin to increase, and itstheoretical researches go into the system period; After entering twenty-first century,the teaching process researches experience a deepening development period. Its mainfeature is that the comprehensive system of reflective researches increases, the linkbetween te
14、aching theory and teaching practice becomes closer, and the researchcontent becomes increasingly rich.In the third part, from the perspective of research subject, three main aspects ofteaching theory study are selected, that is, the essence of the teaching process, thefactors of teaching process, an
15、d steps of teaching process, all of which aresummarized in detail.On the basis of the previous research, the fourth part systematically sums upteaching process research achievements since reforming and opening: theory systemiiis perfect, research content is rich, and research method is more diversif
16、ied with each day passing, and on this basis summarizes its development characteristics: fromsimple to complex thinking, from study to study liner stereo, from the close system toopen system, from a single study to interdisciplinary research.The fifth part summarizes the problems in teaching process research sincereform and opening up: empirical study is lacking, pluralism tendency appearsdiversified view researches, Chinese character is insufficient, and the link betweentheoretical researc
