教学理论建设的方法论比较

【作者】 路书红；

【导师】 徐继存；

【作者基本信息】 山东师范大学 ， 教育学原理， 2009， 博士

【摘要】 我国引进、学习、借鉴国外教学理论已经有一百多年的历史,即使改革开放以来对国外教学理论全面深入的学习,也已走过30年的历程。无可否认,我们已经取得一些研究成果,但一个不争的事实却是我国至今仍然没有形成富有中国特色的教学理论流派,指导和引领我国的教学实践,也在教学理论发展的国际舞台上缺乏应有的影响力。有中国特色的教学理论,需要国外各种先进教学理论的滋养,它不是建立在拒斥国外教学理论上面,而恰恰需要建立在彻底把握国外教学理论的基础之上。我们发现,当我们受到国外先进教学理论的吸引,投身于国外教学理论的引进、学习之时,常常以为只要亦步亦趋地将国外教学理论中富有价值的思想、观点引入我国,就可以在自己的国土上发挥神奇的效力,改善我们的实践,提高我们的理论建设水平。结果,收获的却是失望和沮丧。应该如何学习借鉴各国教学理论?到底怎样才能构建起具有本土特色的教学理论?这一理论难题一直萦绕于每一位教学理论研究者的心头,成为理论工作者心中的难言之痛,也迫使我们不得不深入考察分析我们的学习借鉴之路。个体认识自身,往往需要借助与他者的比较。在寻找自己与其他个体的相同或差异过程中,个体才能更清楚、深刻地认识自身的个性。不同民族和国家不同时期的教学理论产生于不同文化之中,它们之间的差异并不仅仅表现在具体内容和思想内蕴的价值取向的差异,也具体表现出方法论的不同。与教学理论中的具体观点和内容相比,方法论更具相通性,也更具有相互借鉴和学习的价值。在教学理论建设中,受不同方法论的诱使和驱遣,不同的研究者就会选择不同的研究工具、程序、手段,或者突出强调和利用某种研究工具、程序和手段,或者突出强调和利用某种研究工具和方法的特定方面,甚至努力去发现、创造适合自己研究方向和新工具、程序和方法,借以形成特定的教学理论。但是,每一种方法论在面对特定教学现象和问题时有其各自优势,也存在难以克服的局限,规定了适用的范围和边界。因此,当我们以广阔的国际视野为背景比较世界上其他国家教学理论时,首先就应该关注不同民族和国家教学理论建设中典型的方法论特征及其成败得失,才能更深刻地理解它们各自的特色,更深层地反思我国教学理论建设,为建立中国特色的教学理论提供有价值的思考和建议。教学理论与意识形态有着密切的联系,从一定意义上讲,教学理论具有意识形态性,或者说它就是一种意识形态的存在。但教学理论具有意识形态性并不等于教学理论的意识形态化。教学理论建设必须正确处理自身发展和意识形态尤其是政治意识形态的关系,竭力避免政治意识形态对教学理论建设的僭越和统摄,避免因国家“主义”式的方法论的独尊、政令政策解读式的研究取向和政治化的剪裁标准而带来的教学理论“养料”的贫乏,使教学理论走向单一化。教学理论的科学化是教学实践活动寻求科学化、技术化带来的必然要求,也是人类试图对教学作出科学说明和科学指导的一种理想。教学理论的发展需要科学的基础,需要相应的基础学科或相关经验学科为其发展提供理论依据和方法论的指导,为其提供具体的可资借鉴或可以融合、同化的新思想、新观念,为教学理论的研究提供新的立场或研究的视角,给研究者以必要的思想启迪。但是,为教学理论寻求科学基础并不是要教学理论完全科学化,尤其是以成熟的自然科学的范式、方法等规约教学理论的发展,追求教学论的自然科学化。否则,在带来教学理论科学性提升的同时,也容易使教学理论技术化,忽略教学理论本身应该蕴含的人文性和价值追求,丧失了教学理论对教学实践的引导功能。教学理论是借助于语言所表达的人们关于教学现象及其问题的基本认识,是由概念、范畴、命题所组成的逻辑体系。清晰的概念和理论内部蕴含逻辑的自洽性是保证一种教学理论科学性的重要条件。但现实教学理论中大量模糊不清的概念、命题等使教学理论存在诸多无休止的、毫无意义的争论。因此,研究者就需要通过寻求所使用术语的操作性定义,试图发现和澄清隐藏在相互争执的观念背后的根本预设,将逻辑引入语言,以现代逻辑许可的方式表述概念、命题,使教学理论的语言体现逻辑的构造。通过持续的概念清思、逻辑分析、理论批判,使教学理论概念边界得到相对明确,命题更加清晰,论证更加具有说服力,但同时也要避免由于过度关注分析而带来的教学理论形式与内容的分离及理论的支离破碎。体系是若干事物或某些意识互相关联而构成的整体。教学理论体系的建立是教学研究的目标之一,但是追求教学理论体系的构建并不能陷于仅仅对体系的追求,发展为教学理论建设中的“体系化”追求。教学理论的“体系化”追求是指教学理论研究和建设过程中由更多地关注概念、范畴本身的确定性,更多地关注概念与概念、范畴与范畴之间的逻辑关系,更多地关注学科体系的严谨、完整和包容性而带来的一种为了体系而体系,把追求体系当成理论建设中的唯一或全部目的的价值取向。这种取向必然忽视对现实教学实践和问题的关注,导致教学理论的宏大叙事,难以理解,丧失了教学理论构建的自身目的。从方法论角度对前苏联、美国、英国、德国或其理论建设特定时期特征的比较,使我们对各国教学理论建设的方法论特征及其利弊得失获得了明确的认识。对不同教学理论建设的比较和分析应是客观的、中立的,但比较的基本立场必须是中国的,所有结论也必须要进入我国当下的教学理论研究现实中,为中国教学理论建设而服务的。以此为指导,在回溯我国改革开放30年来教学理论研究历史的基础上,通过对刊发在《教育研究》等8种教育类核心期刊的所有教学理论研究论文的统计发现,我国教学理论建设中存在教学理论研究热点更迭频繁、研究方式单一、理论交流单边化等问题,影响和制约了富有中国特色的教学理论流派的形成及教学理论实践功能的发挥。我国教学理论建设必须直面我们自身的教学实践,植根于中国文化和知识论传统,广泛汲取不同民族和国家教学理论建设中的经验与教训,取长补短。这就需要不断强化问题意识,在研究过程中追求教学理论的自主性,倡导方法多元,提高理论论证逻辑的严密性,促进我国教学理论的建设与发展。更多还原

【Abstract】 It has been more than 100 years since China introduced, learned and translated from foreign teaching theories. As for when we systematically and comprehensively studied the foreign teaching theories after the Reform and Open-up policy in China, it has been more than 30 years. Undeniably, we have accomplished plenty of research results. However, an indisputable truth is that so far our country still has not established a prosperous teaching theories system with Chinese characteristics, by which to direct and guide our country’s teaching practice. The appropriate international influence has not affected as well the stage of the development of teaching theories. The teaching theories with Chinese characteristics require the nourishment of various foreign advanced teaching theories; it can not be accomplished in the setting of rejection of foreign teaching theories, but rather needs to build on a thorough grasp of foreign teaching theories. During our research, we found that we are attracted by advanced foreign teaching theories, we dedicated ourselves into introducing, engaging in, learning and taking in these theories. At the beginning, we thought we can gradually put some valuable ideas, opinions and thoughts into use in our own teaching theories, and we believed it will create unbelievable impact in our native country, thus, it subsequently will improve our practice and upgrade our own level of theory construction. Unfortunately, that did not prove to be not true, and all we harvested is disappointment and frustration. Here comes the issue: How should we learn from others’ teaching theories in different states? How on earth can we build our own native characteristic teaching theories? Questions related to this issue have been lingering in the minds of every researcher in this field, and have become an unspeakable pain to most theorists’hearts. This compels us to study systematically and comprehensively foreign teaching and education theories and dig out something that can be merged into our own system of teaching theories.The process of the individual acknowledging oneself often requires the comparison with someone else. Through finding out the differences between someone else and the individual him/herself, the individual can be more clearly and deeply aware of his/her own personality. Teaching theories of different nations in different periods arise from different cultures. The differences between them are not only at the specific content of the performance and thought, or the value of intrinsic differences in orientation, but also in the different methodologies. Compared with the opinion and content in teaching theories, these are more universal in the methodology which can be learned more easily. During the construction of teaching theories, subjected and influenced by the different methodologies, different researchers select different research tools, procedures, means, or emphasize the use of certain research tools, procedures and means specifically, or highlight the use of some specific aspects of the research tools and methods and even make efforts to discover and create their own research directions and new tools, to form a specific teaching theory. However, each methodology has disadvantages as well as advantages ,that overcome difficultly in the face of each specific situation and issue. This restricts the applicability of it and gives boundaries to it. When we cast a broad global vision as the background to compare the building of teaching theories with other countries, we should pay more attention to their respective characteristics in methodology of the different teaching theories in different nations and its success or failure, understand the characteristics of their perspectives, reflect on the construction of teaching theories in our country more deeply, and provide valuable considerations and suggestions to the construction of teaching theories with Chinese characteristics.Teaching theory and ideology are closely linked. From a certain sense, the teaching theory has sort of ideological aspect, or in other words, the existence of an ideology. But teaching theories with ideology-characteristics does not necessarily ideologized. We must deal with the relationship between the construction of teaching theories and ideology, especially the political ideology correctly,in order to avoid the control of political ideology over the construction of teaching theories of transgression and to avoid the lack of“nutrients”to the teaching theories because of the only use of methodology in the country is that of political ideology, research orientations of interpretation of government policy-type , and political standards of tailoring teaching theory.The scientific aspect of teaching theories is an inevitable requirement for the teaching practices activities that are seeking scientific and technological results, and also an ideal for human being to attempt scientific descriptions and scientific guidance. The development of teaching theories is based on the necessary scientific foundation. Its development requires the associated subjects or related disciplines to provide a theoretical basis for its development and methodology guide, to provide concrete reference or integration, assimilation of new ideas, concepts, to provide a new position or research perspective, to give researchers the necessary enlightenment thought. However, to seek the scientific basis for teaching theories, it is not necessary for the theories to be completely scientific, especially through sophisticated natural science paradigm and methods to confine the development of the teaching theories, thus pursuing the natural scientific dimension of teaching theory. Otherwise, when it enhances the Scientific of teaching theories, but also makes the teaching theories technology easily, ignore the inherent value of the humanities and the pursuit and losses the guiding function of teaching practice.Teaching theories are rational knowledge expressed by means of language about teaching phenomena and problems, which are the logic systems consisted of concept, scope and propositional. The clear concepts and the self-consistentcy of logic are the important factors of scientific teaching theories. However, there are many endless, meaningless arguments in teaching theories in reality because of numerous ambiguous concept and propositions. Therefore, researchers need to seek the adoption of the operational definition of terms, attempt to discover and clarify the fundamental defaults which hide the mutual disputes, introduce the logical to the language ,and express the concepts and proposition by the permission means of modern logic, make the language of teaching theories reflect the logic of the of the structure. With the clearance of concept, logical analysis, theory criticizing, the concept of teaching theories can be relatively clear boundary, proposition clearer, more persuasive argument, but at the same time, we should avoid the isolation of the form and content of teaching theories and fragmentation theory caused by excessive analysis of it.System is a number of things, or some sense interrelated and constitute a whole. To set up the theoretical system of teaching is one of the objectives of teaching and research work, however, the pursuit of teaching theory and system should not be only trapped in the pursuit system, the development of theory building for teaching the "system" and thus ignored the reality of teaching practice and problem attention. The“systematic”of teaching theories refers to the value orientation which pursue the certainty of concepts and propositions during the course of research and construction of teaching theories, paying more attention to the logical relationship between the concept and the concept or the proposition and the proposition, more concerned about the seriousness of the subject system, complete and inclusive in order to bring about a system of systems. This pursuit of building system of teaching theories is regarded as the only or the final purpose of study. This orientation is bound to ignore the reality of teaching practice on the concerns and problems, leading to the grand narrative of teaching theory, difficult to understand, lose the purpose of constructing the teaching theory.The comparison from the methodological view of the construction of teaching theories of the former Soviet Union, the United States, Britain, Germany in a particular period, gives us a clear understanding of construction of teaching theories and the advantages and disadvantages of the methodology. The comparison and analysis of construction of different teaching theories should be objective, but the comparison must be stand on the basic position of China. All the conclusions must also be presented to enter our country the reality of teaching theoretical research, and services the construction of teaching theories in China. As a guide, Based on the history of teaching theories in our country during the past 30 years from the Reform and Open-up policy in China, we collected all the papers related to teaching theories published in eight core periodicals including "Education Research" and made a statistical analysis, trying to find the existence and the crux of the problems in the building of our country’s teaching theories. We found that the study of teaching theory in China’s construction exists theoretical problems, such as in frequently discussed hot topics, the tedious research tool and unilateral communication, which influence and constrain the teaching theory with Chinese characteristics and the formation of schools and the practice function of teaching theory. Method itself is not good or bad, it is good or bad only to the problem-specific objects and its adoption. During the construction of teaching theories, we must face our own teaching practice, root in the traditions of Chinese culture, obtain the experience and lessons of construction of different peoples and nations teaching theories and learn from each other. It needs to strengthen the awareness of the problem, pursue the autonomy of teaching theories in the study, promote multi-Ways and improve the strict logical demonstration of the theory to improve the standard of construction and development of the teaching theories.更多还原