【摘要】 构建学科实践导向的教学理论与实践体系是我国义务教育课程教学改革的重要突破口。当前，关于学科实践的定位常与教学方式、方法密切相关，存在窄化学科实践内涵的风险，以及技术主义、方法主义等理解误区。为此，对学科实践的定位应基于教学方法论的视域，走出方法层面的限度，深度揭示学科实践的观念基础、理论假设及其适应性、有效性等理论问题。作为教学方法论的学科实践是基于实践取向的学科本质观，通过发挥学科内部典型性思维与行动的育人价值，探索出学科思维或学科素养的发展路径在于亲历学科内部的认识论实践。这一观念秉持学科实践并非学科专家的专业化实践，而是一种基于适切性转化的教育性实践。因此，学科实践的实施，须处理好学科实践的共通性与特殊性之间的关系，注重学科实践的外在行动方式与内在学科思维发展的整合，以及实现学科实践与其他教学方式或方法的联动。学科实践的实施不仅在于发挥学科实践的方法价值，而且还要提升学科实践的观念基础、育人假设等方法论自觉，进而从方法论的视野，彰显教学的艺术性与复杂性。更多还原

【Abstract】 Constructing a disciplinary practice-oriented teaching theory and a practice-based system is an important breakthrough in the curriculum teaching reform of compulsory education in China. Currently, the positioning of disciplinary practice is often closely associated with teaching methods, which poses the risk of narrowing down the connotations of disciplinary practice, and leads to misunderstandings such as technicism and methodologism. Therefore, to position disciplinary practice, we need to go beyond methodological limitations based on teaching methodology, and reveal theoretical issues concerning disciplinary practice, including its conceptual basis, theoretical assumptions, adaptability and effectiveness. As a teaching methodology, disciplinary practice follows a practice-oriented view of disciplinary essence, and by achieving the educational value of typical thinking and action within disciplines, explores the pathway to develop disciplinary thinking or competences, namely experiencing the epistemological practice inherent in disciplines.This concept upholds the belief that disciplinary practice is not the specialized practice of disciplinary experts, but an educational practice based on appropriate transformation. Therefore, to do disciplinary practice, we need to properly deal with the relationship between the universality and particularity of disciplinary practice, attach importance to the integration of the external actions and the intellectual development of disciplinary practice, and connect disciplinary practice and other teaching approaches or methods. Doing disciplinary practice indicates not only achieving its methodological value but also enhancing its methodological awareness of conceptual basis and educational assumptions, thereby highlighting artistic and complicated teaching from the perspective of methodology.更多还原