【作者】 罗儒国；

【导师】 徐继存；

【作者基本信息】 西北师范大学 ， 课程与教学论， 2004， 硕士

【摘要】 理论联系实际是马克思主义基本原理，也是诸多领域普遍关注的基础课题。可以说，对教学理论应用问题的关注是一个永不衰竭的话题，有其客观必要性。教学理论的有效运用是教学理论对象化、现实化的需要，也是教学实践的深切呼唤，以及实现教师专业化发展的有效途径。 教学理论应用是指教师运用已经内化的教学理论去解释、指导、改造当下教学实践的活动，是一种人为的、为人的，主观见之于客观的实践活动，具有复杂多样性、创生性、间接性、条件制约性等特点。作为一项系统工程，教学理论应用具有特定的结构和功能，由不同的要素、不同的成分组成，并与特定的条件相适应。教学理论应用是由一定空间状态下的构成成分和一定时间流程中的逻辑运行程序组成的，即具有空间维度的共时性结构和时间维度的历时性结构。所以，教学理论应用过程的要素可以分为共时性要素和历时性要素。共时性要素由教学理论、教师、教学实践构成。历时性要素主要包括规划、实施、评价。共时性要素和历时性要素在应用过程中各自发挥着不同的作用，它们之间不是平行的、彼此孤立的，而是相互联系，彼此相互嵌套，相互制约。 科学研究是从问题开始的，发现和提出问题是整个研究过程的首要环节。我们对教学理论应用的现状进行扫描，不难发现，教学理论的应用存在着模式单一化、技术化、教条化以及庸俗化、简单化等倾向。指导思想的偏执，对教学理论的误解，主体间交流的阻隔是导致教学理论应用误区产生的主要原因。模式方法的兴起为我们全面分析、考察教学理论的应用问题提供了新的视角，为教学理论应用的进一步优化提供了一般图景。 教学理论应用的模式是指主体关于教学理论应用和在教学理论应用实践中，通过归纳、演绎等方式生成的观念体系、理想意图和行为范式。简言之，教学理论应用的模式即教学理论应用的范式。教学理论应用模式具有整体性和生成性等特点，具有认识和实践两种基本的功能。我们从不同的标准、不同的角度，在归纳总结以往教学理论应用经验的基础上，并结合相关学科的研究成果，通过归纳和演绎两种基本的生成方式，对教学理论应用模式进行理性建构，大致可以归结为以下几种：(1)按照教学理论运作方式或方向的不同，教学理论应用模式有自上而下模式、自下而上模式之分。(2)按照参与人员成分和多少的不同，可以将教学理论应用模式分为合作模式、支持模式、独立模式。(3)按照教学理论应用的指导思想、关注焦点或旨趣的不同，可以分为科学模式，实践模式和解放模式。然而，每种模式都有其优缺点。因此，教师应该根据教学理论的性质、自身的需要以及现实所能提供的条件，遵循多样综合原则、适切性原则、发展性原则，优选教学理论应用的模式。 教学理论应用模式建构的目的在于提高教学理论应用的效果，促进教师的专业化发展。模式的建构不等于模式的实施和发展。教学理论应用模式的实施受到主客观条件的制约。客观条件主要包括物质条件，规则、制度。主观条件主要包括观念意识，知识结构和情感意志。马克思主义认为，内因是根据，外因是条件，外因通过内因起作用。教师专业化发展的实现是教学理论应用模式有效实施和发展的根本保证。同时，学校、理论工作者以及其他教师培训机构应该为教师的专业化发展创造条件。具体来说:(1)注重自我更新，实现专业化发展;(2)通过理解、对话与合作，共建“教研共同体”;(3)充分发挥学校职能，营造良好的成长环境;(4)建立健全中介组织机构，构建网络状系统。更多还原

【Abstract】 It is not only a basic principle of Marxist that the theories contact the practice, but also a widespread concern in many fields. It is no doubt a never exhausted topic that the concern of the problem about applying to the teaching theories, and has its objective necessity. The valid application of teaching theories is a demand of making teaching theories objective, realistic, and is also a profound call of the teaching practice. On the other hand, it is a valid path that realizes the teacher’s professional development.The application of teaching theories is an activity that the teacher applies the teaching theories which has been assimilated to explain, guide, reform the current teaching practice. It is a kind of artificial activity for the people in which subjective ideas based on objective ones. It has the characteristics of complicated variety, creation, indirection, conditionality etc. As a kind of systematic project, the application of teaching theories has a particular configuration and function, and it is composed of different factors and composition that are adapted to particular conditions. Furthermore, the application of teaching theories is the composition in the certain space appearance and the logic procedure in certain time process. So it has the synchronic configuration of space dimensionality and the diachronic configuration of time dimensionality. The synchronic space factors mainly include the teaching theories, the teachers and the practice. The diachronic factors mainly include the programming, putting into practice and evaluation. They are neither parallel nor isolated, but contacted and restricted mutually.The science research starts with problems. Finding and arising problem is the initial link of the whole research. Scanning the applied actuality of teaching theories, we will easily find that theoretical application in teaching exists the inclination of simple pattern, technique, dogma and vulgar, brief, etc. What causes us apply the teaching theories mistakenly? The main factors are the stubborn of the idea, the different understanding of the teaching theories and the hinder of the main body’s communication. The rose of the mode method analysis provides the new angle of view for us to analyze and investigate the application of theory in teaching extensively, and supplies the general view to the excellent use of the theories.The mode of teaching theory use is a system of idea, idea intention, behavior sample that is created by inducing and deducing in the course of the practice of the teaching theory. In short, it is the sample of using teaching theory, it has the characteristics of integrity and generation and two basic functions of recognition and practice. We use different criterions and angles based on the past teaching theory and the result of the relative subjects researchto construct the teaching model. By inducing and deducing, the two basic ways of creation, we can construct the application models of teaching theory as follows :(1) according to the differences of teaching theories operation method or direction. The application models of teaching theory can be divided into two types, one is from top to bottom, the other is from bottom to top. (2) according to differences of the participants’ composition and number, it can be three types: cooperation model, supporting model, independent model. (3) according to the differences of leading idea, the focus of the interest, it can be divided into three types: scientific model, practical model, liberation model . However, each model contains its merits and shortcomings. Therefore, according to the nature of the teaching theory, the situation of him and the conditions supplied, the teacher should choose the best model of the teaching theory by comprehensive, varied principle, suitable principle, and development principle.The aim of the model of the teaching theory is to improve the effect of the teaching theory’s use, and advance the teachers’ specialization. The construction of the model is not equal the practice an更多还原