一、教学行为研究的核心价值纵观教学行为的研究历史可以发现,哲学思辨的研究范式、科学实证的研究范式和人文主义的研究范式都有自己的合理性,同时又都有一定的适用范围和不足。要解决这个问题,一是要坚持以唯物辩证法作指导,避免那种“非此即彼”“泾渭分明”“形而上学” First, the core value of the study of teaching behavior Throughout the history of teaching behavior can be found, philosophical speculation research paradigm, scientific empirical research paradigm and humanistic paradigm have their own rationality, but also have a certain scope of application And inadequate. To solve this problem, first, we must insist on using materialist dialectics as a guide to avoid the kind of “metaphysics” or “metaphysics”