学科教学论

关于高师院校学科教学论发展的若干思考

Development of " Disciplinary Teaching Theory " at Higher Normal Institutions

浅议课改背景下《学科教学论》课程的变化

Changes of the Course On Subject Teaching in Curriculum Reform

基础教育课程改革及对学科教学论的影响

The Reform in Basic Education Courses and its Influence on Teaching Methodology

论《学科教学论（会计）》课程建设

On the Construction of the Subject Teaching Theory ( Accounting ) Curriculum

实录式案例在英语学科教学论教学中的应用

The Implementation of Case Method of Teaching in English Language Teaching Methodology

简论学科教学论教师在课程改革中的角色新定位

On the role of teachers who engage teaching method in course reform

学科教学论30年发展的回顾与思考

Review and Reflection on the Subject Pedagogy over the past 30 Years

信息技术与英语学科教学论课程整合实验研究

An Experimental Study of Integrating Information Technology into English Language Teaching Methodology

现象学对学科教学论的意义

Meaning in the Teaching Theory of Discipline in Phenomenon

高等师范教育发展中的学科教学论

Subject Didactics in the Development of the Normal University

高师院校学科教学论课程的实践性

Practicality of Courses of Middle School Teaching Theory in Institutions of Higher Learning

运动规则及运动技术（技能）概念的学科教学论考察

The Subject Teaching Review on the Concepts of Sports Rules and Sports Skills

案例教学法在信息技术学科教学论课程中的应用

Case Instruction Applied to IT Subject Teaching Methodology

地理学科教学论课程群建设的实践探索

Curriculum Construction of the Teaching Theory of Geography

《思想政治学科教学论》如何教以致用

Ideological and Political Course Teaching Theory How to Be Taught for the Sake of Application

学科教学论发展中的问题及对策

Solutions and Problems about Disciplinary Teaching Theory

高师计算机教育专业学科教学论课程的探索

A Probe into the Course of Teaching Methodologies for Computer Education Major at Normal University

以及学科教学论的特殊知识结构和存在的问题三个方面阐述了进行学科教学论课堂教学理论与实践研究的意义。

The special knowledge structure and the problems in classroom teaching of the subject-pedagogy curriculum .

学科教学论与课程论、教学论并列，同属于教育学的三级学科。

Disciplinary teaching theory , curriculum theory and teaching theory are all third-level disciplines of pedagogy .

诱思探究学科教学论的辩证逻辑&试论学科教学论的性质、范畴、理论体系试析研究生教育管理学的理论体系

Heuristic seeking Teaching Approach & Subject Instruction : Its Nature , Category , and Theoretical System

基于研究性学习的学科教学论教学模式&以信息技术教学论为例

Teaching Model for Teaching Theory of Subjects Based on Research-based Learning & For Example Information Technology Course

专业身份认同是学科教学论教师在大学学术环境中获得本体性安全的基本方式。

To identify professional identity is a basic way for disciplinary pedagogical teachers to get ontological security in university .

对学科教学论教师给予一定的政策倾斜等。

Moreover , favorable policies should also be offered to the teachers for the instruction of disciplinary teaching theory .

体育学科教学论课程的微格教学探析试论体育学科的教学策略

Exploration and Analysis on Microteaching in the Course of the Physical Teaching Methods A discussion on tactics of physical education

论述了高等师范院校学科教学论教师的素质能力结构及在当前的课程改革中的角色新定位：先进的教学思想、观念、理论的倡导者；

The ability structures and the roles of teachers who engage teaching method are discussed in normal colleges or normal universitys .

语篇连贯对英语写作教学的启示高师学科教学论中教学论的弱化及扭转对策

Textual Coherence Theory and Its Impact on Writing Pedagogies The Weakness of Pedagogy in the Disciplinary Pedagogies and Its Reversal Countermeasures

中小学课堂教学情境是建立学科教学论教师反思性实践家特质的重要平台。

The teaching situation in primary and secondary school is an important platform for disciplinary pedagogical teachers to construct their professional identity .

在行政组织和学术组织关系中确立学科教学论教师的独立地位是认同其专业身份的重要支持条件。

It is an important condition for disciplinary pedagogical teachers identifying their identity to establish their independent status in administrative and scholarship organization .

学科教学论课程的建设，要从自身学科内容的优化和拓展性课程的开发两方面入手。

The construction of course on disciplinary teaching theory must start with the optimization of the disciplinary contents and the development of expansive courses .

学科教学论发生、发展的历史表明，它是伴随着时代的发展、社会的需要和教育学等相关理论的发展而不断拓展研究领域的。

The history of disciplinary teaching theory showed it was developing with the time , the need of the society and the progress of educational theory .