在人文社会科学研究方法的探索历程中，主要经历了三种方法论，即功能主义的方法论、解释主义的方法论和结构主义的方法论。功能主义的方法论强调事物的客观性，通过事物的现象来研究其原因与效用，它把教学现象作为教学论的研究的对象，这样便形成了观察教学现象的方法与规则以及解释教学现象的方法与规则。解释主义的方法论注重事物现象背后的文化意义，它把教学活动看作是一项人文的、精神的活动，课堂教学中的知识获得、方法技能的掌握、情感态度与价值观的形成，这些现象背后的文化意义在于"学以成人"，这样便形成了以"观察—访谈—描述—解释"为组合的"课堂志"方法与规则。结构主义的方法论试图调和功能主义的客观立场与解释主义的主观立场之间的矛盾，强调能动者与社会客体之间的二重性关系，它把教学活动理解为教师和学生能动者与教学资源及规则的互动所形成的二重性结构，这样便形成了透过主客体互动分析来洞察教学活动背后普遍的所谓教学二重性结构的方法与规则。课堂教学研究的方法与规则一方面受到普遍的人文社会科学研究方法与规则的制约和影响，另一方面又为普遍的人文社会科学的研究方法与规则贡献了具体学科的案例研究。

Research methods of humanities and social science are influenced by three kinds of ideas:functionalism, interpretivism and structuralism. Functionalim stresses the objectivity, targets teaching phenomena and explore its cause and effect, thus forming a set of research methods and rules, which are used to analyze and explain teaching phenomena. Interpretivism focuses on subjectivity of cultural significance behind social phenomena, seeing teaching activity as cultural and spiritual. For example, knowledge acquisition, skill mastery and cultivation of attitudes and values are all attributed to learning to be, thus forming a set of teaching research methods and rules named "classroom-graphy"-observation, interview, description, explanation. Structuralism tried to emphasize on the duality between agent subject and social object, which plays a neutral role in functionalism and interpretivism. In its view, teaching is the interaction between teacher-student agents and teaching resources-rules objects, forming teaching structure duality. So it is possible to probe into the teaching research method rules through observing the interaction between subjects and objects. The research methods and rules of classroom teaching, on the one hand, are influenced and restricted by social science; on the other hand, they contribute to the case study of concrete discipline of humanities and social science.