Introduction: Finding common ground beyond fragmentation
Introduction: Finding common ground beyond fragmentation
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简介：寻找超越分裂的共同点
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发表时间：
2011
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通讯作者：
M. Meyer
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作者：
B. Hudson;M. Meyer
这一章首先概述了这本书中提出的26篇研究论文出现的欧洲背景。这方面的一个特别重要的方面是欧洲教育研究协会(EERA)关于教学、学习和教学的第27号网络，它构成了研究界的核心，这项工作是在五年期间(2006--2011年)开展的。本章的下一部分概述了构成本书整体结构的六个部分。随后讨论了欧洲大陆在教学、学习和教学方面的明显分歧，这是基于本书撰稿人使用的参考文献。这导致了对当今教学论的历史渊源的思考，这可以追溯到扬·阿莫斯·夸美纽斯(Jan Amos Comenius，1592-1670)的工作中的共同遗产，以提供一个寻找共同点的平台。在接下来的部分中，讨论了三合一教学作为把握教-学-学情况复杂性的工具，并将这一点放在扩大的背景下考虑，将学校的课堂互动置于更广泛的社会背景中。基于对本书贡献的审查，本章的最后部分考虑了不同民族传统之间存在的知识差距，并确定了构成建立和扩大共同点的基础的主题。通过这一综合过程确定的主题涉及教学内容知识、学习者知识、联合教学行动、课程研究、所谓的从教到学的转变、比尔登哲学及其实践意义、理论与实践之间的联系以及实验学校的重要作用。最后，建议在更广泛的研究、政策和实践界内审议这些主题，作为未来国际合作的基础，这些合作有可能促进这一领域的相互理解和共同见解。
This chapter begins with an outline of the European context within which the twenty six research papers presented in this book emerged. A particularly important aspect of this context is Network 27 on Didactics, Learning and Teaching of the European Educational Research Association (EERA) which formed the core of the research community in which this work was developed over a five year period (2006-11). The next part of the chapter provides an overview of the six sections which make up the structure of the book as a whole. A discussion then follows of the clear continental divide with respect to didactics, learning and teaching in the European landscape which is based on the references used by the contributors to this book. This leads to a consideration of the historical origin of present-day didactics which can be traced back to a common heritage in the work of Jan Amos Comenius (1592-1670) in order to provide a platform in the search for common ground. In the section which then follows there is a discussion of the didactic triad as a tool for holding the complexity of teaching-studying-learning situations and this is considered in an expanded context in which classroom interaction in the school is placed within a wider societal context. Based on a review of the contributions to this book, the final parts of this chapter consider existing knowledge gaps between different national traditions and also identify themes that form the basis for building and extending common ground. The themes that have been identified through this process of synthesis relate to pedagogical content knowledge, learner knowledge, joint didactical action, curriculum research, the so called shift from teaching to learning, the philosophy of Bildung and its practical implications, links between theory and practice and the significant role of experimental schools. Finally these themes are proposed for consideration within the wider research, policy and practice community as the basis for future international co-operation that offer the potential to advance mutual understanding and common insights in this field