教学认识论研究现状与反思——教学基本理论问题研究之三

摘要

Teaching Cognition,a fundamental concept derived from the Abstract summarization and concrete actualization of the nature of teaching activities under the guidance of the Marxist epistemology,went through the following four stages:argumentation of varied opinions;construction of the theory;reflection and expansion;and reconstruction of the theory.Teaching Cognition,based mainly on philosophy,psychology,and systematology,is the systematic study of its objective,nature,means,and the subject-object relation.As regard to its status quo,the research into Teaching Cognition,though mature,is still in need of further explorations,due to such problems as re-recognizing the epistemological teaching theory,and re-recognizing the subject and object,and misunderstanding of the epistemological teaching theory.%教学认识是在马克思主义认识论指导下,通过对教学活动本质的抽象概括和丰富具体而获得的一个基本范畴,其发展经历了观点争鸣期、理论建构期、反思拓展期和理论重构期四个阶段。教学认识主要以哲学、心理学和系统论为理论基础,对教学认识的研究对象、教学本质、教学认识方式以及主客体关系进行了系统研究。从研究现状来看,教学认识论的研究虽然比较成熟,但也存在对教学认识论的再认识、主客体再认识以及对教学认识论的误解等问题,亟待进一步深入研究。