华东师范大学学报(教育科学版) ›› 2021, Vol. 39 ›› Issue (5): 99-107.doi: 10.16382/j.cnki.1000-5560.2021.05.006

• 专刊 · 第三辑 • 上一篇    下一篇

从“教研机构合并”看教学研究职能的定位——基于“教学研究”概念的视角

胡惠闵, 马洁, 张翔昕   

  1. 华东师范大学课程与教学研究所,上海 200062
  • 出版日期:2021-05-20 发布日期:2021-05-24
  • 基金资助:
    教育部人文社会科学重点研究基地重大项目“促进课堂转型的中小学教研体系重建”(16JJD880024)

Viewing the Positioning of Teaching-research Functions from the “Merging of Teaching-research Institutions”: Based on the Concept of “Teaching-research” Perspective

Huimin Hu, Jie Ma, Xiangxin Zhang   

  1. Institute of Curriculum and Instruction, East China Normal University, Shanghai 200062, China
  • Online:2021-05-20 Published:2021-05-24

摘要:

近年来随着教研机构与其他部门合并的趋势明显,教学研究职能弱化与行政性职能也越趋明显。从“教学研究”概念演变的视角来看,“教学研究”概念的泛化与教学研究职能弱化密切相关。因此,解决教学研究职能问题的前提是要厘清“教学研究”概念的本义。基于此,本文认为要处理好以下关系:第一,在“教”与“学”关系上从“以教为主”走向 “因学而教”;第二,在“教学”与“课程”关系上从“教学”范畴走向“课程”范畴;第三,在“经验”与“理论”关系上从“就事论事”走向“理论指导”。

关键词: 教研机构合并, 教学研究, 教学研究职能

Abstract:

In recent years, with the consolidation of teaching-research institutions and other departments, the function of teaching-research is weakened and the administrative function is becoming more and more obvious. From the perspective of the evolution of the concept of “teaching-research”, the generalization of the concept of “teaching-research” is closely related to the weakening of its function. Therefore, the premise of solving the problem of teaching-research function is to clarify the original meaning of the concept of “teaching-research”. Based on this, this paper argues that the following relations should be handled properly. First, shift the relationship between “teaching” and “learning”, from “teaching-oriented” to “teaching for learning”. Second, the relationship between “teaching” and “curriculum” should be changed from “teaching” to “curriculum”. Thirdly, in terms of the relationship between “experience” and “theory”, we should move from “discussing facts” to “theoretical guidance”.

Key words: merger of teaching-research institutions, teaching-research, teaching-research functions