【作者】 李长吉；

【导师】 李秉德； 李定仁；

【作者基本信息】 西北师范大学 ， 课程与教学论， 2001， 博士

【摘要】 教学本身存在的问题是推动教学发展的内在力量，正是人们在对各种问题的探索与解决中，教学才能获致进步。我国当代教学理论与实践中的许多不尽人意的情况都与教学价值观念有着密切的关联，而教学价值观念的研究力度不够更是这些问题迟迟得不到良好解决的重要原因之一，这使得对教学价值观念进行透视与反省成为一个颇具现实意义的课题。 探讨教学价值观念问题离不开对教学价值观念的理论认识，这是确定具体的问题域、着力点与分析框架的必要准备。但教学价值观念又不仅仅是一个知识论问题，它具有极强的社会历史性与时代感，更多的是一个实践性课题，以实践为出发点和归宿是教学价值观念研究所必须坚守的原则。 引论部分从教学的价值属性与围绕教学价值观念存在的问题两个角度，阐明了研究的意义与目的，并就研究的背景与状况进行了详细的介绍，从而检讨了现有研究中存在的问题，提出了本课题研究的基本思路与方法。 理论追索部分通过涵义分析，为后面的研究奠定了思想基础；通过对历史与现实的统一、稳定性与动态发展性的统一、群体性与个体性的统一、适应性与滞后性的统一等特性的分析，勾勒出了教学价值观念的基本轮廓；通过对统合维持功能及其评判、选择、定向、激励、调节、规范等子功能的分析，为检点我国教学价值观念功能发挥状况提供了基本思路；通过集体与个体观念的互动、活动视角、心理学视角三个方面的分祈，概括了教学价值观念形成的基本过程，为教学价值观念变革提供了理论准备；通过对内容构成的分析，明确了教学价值观念是由关于教学价值主体的信念、关于教学本位价值的信念、关于教学价值活动指向的信念、关于课程价值的信念、关于教学价值获得方式的信念、关于教学价值评价的信念等六个方面构成的信念体系，为后面几部分的研究提供了基本的分析框架。 历史考察部分从六个方面分别对我国传统与西方教学价值观念进行了详细的整理，前者的目的在于梳理流脉，把握我国当代教学价值观念的历史根基，后者在于提供他山之石。并且通过这两种描述，把我国当代教学价值观念置于一定的时空维度中，使之以立体的形象展示出来，便于我们进行客观审视。 现状解析部分在问卷调查、观察与访谈的基础上，就我国当代教学价值观念进行了六个方面的描述与分析，并在此基础上对存在的问题进行了较为细致深刻的检讨。同时，通过这些描述与分析，使冲突与变革这两个转型时期我们必然遇．到的问题逐渐凸显出来。 冲突透视部分明确了教学价值观念冲突的涵义、性质、关涉的悸论等一般性认识，并就我国当代教学价值观念冲突中存在的观念认识与实践活动的冲突、主体之间的冲突与内容上的冲突进行了描述，归纳出了关涉面广、内容复杂、表现明显、蕴涵深刻等四个冲突的基本特点，提示了认清冲突的价值、承认多元、导向一元、适度错位等解决冲突的方法论原则。 变革探微部分从外在要求与内在意义两个方面说明了进行教学价值观念变革的必要性，从影响教学价值观念变革的因素入手，提出了克服实践中的阻碍因素与提高人们的认识水平与变革能力两条变革策略，在最后一部分就变革的方向提出了六个方面的展望。更多还原

【Abstract】 Problems in instruction is the inner force which pushed forward the development of instruction. k is people抯 investigation and solvation that improve instruction. Many flaws in contemporary instruction theory and practice were closely connected with values of instruction. Lack of research on values of instruction was one of the important reasons for its unsolvation. All these led to the perspective and reflection on values of instruction to be a subject with realistic meaning. The theoretical understanding on values of instruction is the necessary preparation for defining the detailed question category, emphasis point and analysis framework. Moreover, values of instruction not only is a problem of concept, but also is strongly related to social-history and dines, and more a practical subject. The introduction part expounds the meaning and goal of this research, and gives a introduction to the background and condition of this research, and finally inspects the problems put forward in this research and then supplies basic thoughts and methods of this subject. The theory part; by analyzing the integration between history and reality, between stability and dynamic development, between group and individual, between adaptation and sluggishness, draws the outline of values of instruction. B~?analvzng the sustaining function of identity and its subfunctions, this part supplies the new way of inspecting the amplification of values of instruction. By analyzing the interaction between group and individual, activity perspective and psycholinguistic perspective, this part prepares theory for the innovation of values of instruction. By analyzing the formation of contents, it gives the values of instruction made up of six aspects and then supplies the analysis framework for the research in later parts. Literature review part, from six aspects, compares traditional values with western ones. Through two kinds of description, by placing it in a given space, Cbin&s contemporary values will appear in a stereoscopy, and it is also helpful to objectively inspect it. Current situation part, on the basic of questionnaire investigation and face to face talk, describes and analyzes the six aspects of values of instruction, and deeply inspects the existing problems. At the same time, through the description and analysis, it makes the problems which are bound to be encounter show up in the conflict and innovation period. Conflict perspective part makes clear the meaning, nature and the concerned paradox. By describing the kinds of conflict, it generalizes four basic characteristics of the conflicts, and it supplies the methodology to the solvation of the conflicts. The innovation part, from two aspects of inner meaning and outer requirements, explains the necessity of innovation, and also puts forward two innovative strategies, one is the factors to overcome the difficulties, the other is to improve people抯 ability of understanding and innovation. In the last part, six aspects of prospects were supplied.更多还原