高校教师教学评价的哲学方法研究
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摘要
哲学是教学的最一般方面的思想理论根基,教学哲学方法就是教学评价的最一般方面的理论方法。我们在从事高校教师教学评价问题研究时,应该将教学哲学方法作为自己的方法论基石。高校教师教学评价的哲学方法的含义及特征研究是高校教师教学评价研究的逻辑起点和理论依据,通过对它的研究,必然会使我们对高校教师教学评价的理解更为正确和清晰,从而会为构建高校教师教学评价体系做出积极的贡献。
Philosophy is the ideological and theoretical foundation of the most general aspect of teaching. The teaching philosophy method is the most general theoretical method of teaching evaluation. When we are engaged in the research of university teachers' teaching evaluation, we should take the philosophy method of teaching as the cornerstone of our methodology. The study of the meaning and characteristics of the philosophy method on teaching evaluation of university teachers is the logical starting point and theoretical basis for the research of teaching evaluation. And the process of studying it will surely have a more correct and clear understanding of teaching evaluation, and then make a positive contribution to the construction of teaching evaluation system.
Philosophy is the ideological and theoretical foundation of the most general aspect of teaching. The teaching philosophy method is the most general theoretical method of teaching evaluation. When we are engaged in the research of university teachers' teaching evaluation, we should take the philosophy method of teaching as the cornerstone of our methodology. The study of the meaning and characteristics of the philosophy method on teaching evaluation of university teachers is the logical starting point and theoretical basis for the research of teaching evaluation. And the process of studying it will surely have a more correct and clear understanding of teaching evaluation, and then make a positive contribution to the construction of teaching evaluation system.
引文
[1][美]丹尼尔·约翰·奥康纳.教育哲学导论[M].宇文利,译.北京:中国人民大学出版社,2015:10.
[2]恩格斯.自然辩证法[M].北京:人民出版社,1971:187.
[3][9]陈友松.当代西方教育哲学[M].北京:教育科学出版社,1982:28,87.
[4]蒋晓.美国教育工作者的教育哲学探析[J].外国教育动态,1988(6):38.
[5]张燕丽,等.教学设计的方法论反思与展望[J].现代教育技术,2008(1):16-19.
[6]刘清华,赵虹元.教学研究方法论构建的思考[J].洛阳师范学院学报,2002(1):107-110.
[7] [美]巴巴拉·西尔斯,丽塔·里齐.教学技术:领域的定义和范畴[M].乌美娜,等,译.北京:中国广播电视大学出版社,1999:107.
[8]沈小碚,宋秀红.对现代教学价值观的哲学思考[J].西南师范大学学报,2004:79-83.
[10]张广君.教学本体研究的方法论范型[J].西北师大学报:社会科学版,2000(3):11-16.
[2]恩格斯.自然辩证法[M].北京:人民出版社,1971:187.
[3][9]陈友松.当代西方教育哲学[M].北京:教育科学出版社,1982:28,87.
[4]蒋晓.美国教育工作者的教育哲学探析[J].外国教育动态,1988(6):38.
[5]张燕丽,等.教学设计的方法论反思与展望[J].现代教育技术,2008(1):16-19.
[6]刘清华,赵虹元.教学研究方法论构建的思考[J].洛阳师范学院学报,2002(1):107-110.
[7] [美]巴巴拉·西尔斯,丽塔·里齐.教学技术:领域的定义和范畴[M].乌美娜,等,译.北京:中国广播电视大学出版社,1999:107.
[8]沈小碚,宋秀红.对现代教学价值观的哲学思考[J].西南师范大学学报,2004:79-83.
[10]张广君.教学本体研究的方法论范型[J].西北师大学报:社会科学版,2000(3):11-16.