以中国教学论学者教学要素诸说的阐释为中心,探讨了改革开放以来中国教学论学者的学术自觉这一命题。认为教学要素诸说的提出,是教学论学者学术探索自觉的结果,它既反映了学者们对要素概念、教学本质、教学过程、教学阶段等的不同体认,也隐含着学者们对自我存在方式的一种学术建构,它不是自发的而是自觉的。教学要素说命题的提出与发展,是中国教学论发展到一定阶段的自然产物,它对中国教学论理论发展的理论承诺具有合法性,在一定意义上反映了中国教学论发展的时代诉求,对中国教学论理论发展的困境进行了破解。教学要素诸说对教学论研究观念具有突破意义,而也正是在这个意义上,作为由对早期及以后教学要素诸说继承与借鉴而来的,建立在系统论基础之上的李秉德先生的七要素说就具有了意识自觉与观念突破这一重要的学术意义。%This paper centers on the ＂theory of teaching elements＂ proposed by Chinese scholars,discusses the proposition,i.e.,the academic self-realization of the Chinese scholars since the Reform and Opening policy of China.It is held that the proposal of the ＂theory of teaching elements＂ is the result of the self-realizing academic exploration of the Chinese scholars on pedagogy.The theory not merely reflects the different recognitions of the scholars to the concepts of the elements,the nature of teaching,the teaching procedures,and the teaching stages,but suggests a kind of academic construction to their way of self-existence by the scholars as well.The proposal and development of the ＂theory of teaching elements＂ is a natural product of the development of the Chinese pedagogical theory,as it develops to a certain stage.The ＂theory of teaching elements＂ is valid in terms of the development of Chinese pedagogy,it is also a reflection of the timely call of the development of Chinese pedagogical theory.This theory also tries to smooth out the predicament of the Chinese pedagogy.The ＂theory of teaching elements＂ is in a sense a breakthrough in the development of Chinese pedagogy,thus the ＂seven elements＂ theory proposed by Li Bing-de,based on the systematology,and on the inheritance and reference to the early and later theories of teaching elements,is of an important academic significance which lies in the ＂awareness realization＂ and ＂concept breakthrough＂.
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