论素养本位的知识观转型:从客观主义到生成主义
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摘要
客观主义知识观认为知识是一种客观存在,个体通过个人认知接收知识,知识是个体的客观认识。在素养时代,知识观发生了转型。生成主义知识观认为,课程由"三维目标"走向"核心素养",课程知识是基于师生在具体情境中共同探究、对话而生成,知识是教师与学生共同的产物。生成主义知识观指向下的教学要求教师在情境中重建教学行动的逻辑,结合学生经验创造问题情境,并关注学生在解决问题过程中的表现性。
According to the knowledge-based view of objectivism,knowledge is an objective existence and individuals receive knowledge through personal cognition,so knowledge is an objective understanding of individuals.However,the view of knowledge has undergone transformation in the literacy era. According to the knowledge-based view of enactivism,curriculum moves from the"three-dimensional goal"to the"core literacy",and the curriculum knowledge is generated on the basis of the common exploration and dialogue between teachers and students in specific situations,so knowledge is the common product of teachers and students. The teaching under the knowledge view of enactivism requires teachers to reconstruct the logic of teaching actions in the specific situations,to create problem situations based on students' experiences,and to pay attention to the performance of students in the process of solving problems.
According to the knowledge-based view of objectivism,knowledge is an objective existence and individuals receive knowledge through personal cognition,so knowledge is an objective understanding of individuals.However,the view of knowledge has undergone transformation in the literacy era. According to the knowledge-based view of enactivism,curriculum moves from the"three-dimensional goal"to the"core literacy",and the curriculum knowledge is generated on the basis of the common exploration and dialogue between teachers and students in specific situations,so knowledge is the common product of teachers and students. The teaching under the knowledge view of enactivism requires teachers to reconstruct the logic of teaching actions in the specific situations,to create problem situations based on students' experiences,and to pay attention to the performance of students in the process of solving problems.
引文
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[2]蔡铁权.从知识观解读课程三维目标[J].全球教育展望,2005,(9).
[3]Pfaffenberger A.Critical Issues in Therapy Outcome Re-search[J].Journal of Humanistic Psychology,2006,46(3):339-340.
[4]康德.纯粹理性批判[M].北京:商务印书馆,1960.27.
[5]Mayer R.E.Learners as Information Processors:Legacies and Limitations of Educational Psychology’s Second Metaphor[J].Educational Psychologist,1996,(31):154.
[6]张良.课程知识观研究[D].上海:华东师范大学,2015.
[7]弗朗西斯科·瓦雷拉,埃文·汤普森,埃莉诺·罗施.具身心智:认知科学和人类经验[M].李恒威等译.杭州:浙江大学出版社,2008.11.
[8]约翰·杜威.民主主义与教育[M].王承绪译.北京:人民教育出版社,2005.180-181.
[9]郁振华.人类知识的默会维度[M].北京:北京大学出版社,2012.17.
[10]金生鈜.理解与教育---走向哲学解释学的教育哲学导论[M].北京:教育科学出版社,2001.37.