“教学论”与“教学理论”概念之辩

The Distinction between the German Didaktik and the Anglo-American Teaching Theory: A Cross-cultural Study

“教学论“与“教学理论”是分别从德文与英文翻译过来的两个不同的教育概念。尽管其各自的研究都共同指向课堂教学，但由于源于不同的文化传统，它们在思维方式和研究范式、研究对象、范围和方法以及对教师地位和角色的规定方面都存在诸多差异。“教学论”与“教学理论”是两种难以通约的研究范式，前者根植于德国深厚的新人文主义的“教化”（Bildung）传统，属于欧洲唯理主义哲学为理论基础的“教育学”范式；后者则与课程论以及不同取向的教育心理学相联系，属于经验主义和实证主义为理论基础的“教育科学”范式。清理20世纪我国从西方不同文化传统引进的教育学科的概念，弄清不同概念的含义及其在我国语境中的变化，是新世纪重建教育学科的一项重要的基础性工作。

“Didaktik” and “theory of instruction/teaching” are two different concepts in education that are translated from German and English into Chinese respectively. In spite of the fact that both are directed at the teaching/learning research in the classrooms, there are quite a few differences in terms of the ways of thought, research paradigms, objectives of research, scopes of research, methods of research, and the regulations are regards the status and role of classroom teachers, due to different cultural traditions between them “Didaktik” and “theory of instruction/teaching” belong to two incommensurable research paradigms. This article discusses the different ideological roots of the two concepts. It argues that clarifying the nuances of meanings and the changes incurred of these concepts in education introduced to Chinese language from different cultural traditions in the 20th century, is a significant groundwork in the re-conceptualization of the educational disciplines in China at the beginning of the new century.