| 结点之辨:从分科教学论到分科教育学发展的一种认识 |
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| 引用本文： | 孙芙蓉.结点之辨:从分科教学论到分科教育学发展的一种认识[J].南通工学院学报(社会科学版),2005,21(2):80-82. |
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| 作者姓名： | 孙芙蓉 |
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| 作者单位： | 温州大学初等教育学院,浙江温州325000 |
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| 摘 要： | 由于对从分科教学论到分科教育学的发展历程认识不清，从而形成了诸多问题纠缠的结点。学科教学论须理清自己的纵向直线发展脉络和横向发展脉络，实现教学论与学科教育学的双向发展，学科教育学由此把握住各分科教育学之间的界线，并形成分科教学论与学科教育学谐和发展的良好态势。
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| 关 键 词： | 学科教育学 分科教育学 分科教学论 结点 |
| 文章编号： | 1008-2190(2005)02-0080-03 |
| 修稿时间： | 2005年3月5日 |
Understanding the Development from the Segmented Teaching Theory to Branched Pedagogy |
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| SUN Fu-rong.Understanding the Development from the Segmented Teaching Theory to Branched Pedagogy[J].Journal Of Nantong University(Education Sciences Edition),2005,21(2):80-82. |
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| Authors: | SUN Fu-rong |
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| Abstract: | It is just the vague understanding of the development from the segmented teaching theory to branched pedagogy that leads to a tangle of many problems. Subject teaching theories must delineate the courses of their own development, both vertical and horizontal, in order to bring out development in both teaching theories and subject pedagogy. Thus subject pedagogy may grasp the boundaries between branches of pedagogy pertaining to different subjects and keep the segmented teaching theory and subject pedagogy on a harmonious course of development. |
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| Keywords: | segmented teaching theory branched pedagogy subject pedagogy tangle of problems |
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