临床教育空间辨析
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摘要
在教育技术现代化命题的推动下,临床教育空间已不再局限于一种物理表述。批判当前临床教育空间过分趋同,作为社会关系与进程运转的"实在场所观",是空间转向针对当前临床教育空间的重新解读。结合后现代哲学观点,阐述了临床教育空间的现实意义,并在"场域""米勒模型"等空间的理论基础上进行了延伸,重建由"场域-认知通道-临床思维"构成的临床认知学习体系。辨析临床教育的空间意义,探究临床教育空间之间的内在联系,有助于加深对临床教育本质的理解,是空间哲学针对临床教育的一次尝试性思考。
Driven by the proposition of education technology modernization, clinical education space is no longer limited to a physical expression. Criticizing the excessive convergence of the current clinical education space, as the "real place view" of social relations and process operation, is a reinterpretation of the current clinical education space. Combined with postmodern philosophy, this paper expounds the practical significance of clinical education space, extends the theoretical basis of "field", "miller model" and other spaces, and reconstructs the clinical cognitive learning system constituted by "field–cognitive channel-clinical thinking". To differentiate and analyze the spatial significance of clinical education and explore the internal relationship between clinical education spaces is helpful to deepen the understanding of the nature of clinical education, which is an attempt of space philosophy to think about clinical education.
Driven by the proposition of education technology modernization, clinical education space is no longer limited to a physical expression. Criticizing the excessive convergence of the current clinical education space, as the "real place view" of social relations and process operation, is a reinterpretation of the current clinical education space. Combined with postmodern philosophy, this paper expounds the practical significance of clinical education space, extends the theoretical basis of "field", "miller model" and other spaces, and reconstructs the clinical cognitive learning system constituted by "field–cognitive channel-clinical thinking". To differentiate and analyze the spatial significance of clinical education and explore the internal relationship between clinical education spaces is helpful to deepen the understanding of the nature of clinical education, which is an attempt of space philosophy to think about clinical education.
引文
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[8]Chalmers D J.Philosophy of mind-classical and contemporary readings[M].Oxford:Oxford University Press,2002.
[9]刘怀玉.现代性的平庸与神奇:列斐伏尔日常生活批判哲学的文本学解读[M].北京:中央编译出版社,2006.
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[13]Sack R.Conceptions of space in social thought[M].Oxford:Macmillan Education UK,1980.
[2]贾积有.高性价比的便携式智能电子学伴及其在传统教室的应用探讨[J].中国电化教育,2012(3):120-126.
[3]Bosteels,Bruno.Nonplaces:An anecdoted topography of contemporary french theory[J].Diacritics,2003,33(3):117-139.
[4]Freundschuh S M,Egenhofer M J.Human conceptions of spaces:Implications for GIS[J].Transactions in Gis,1997,2(4).
[5]于海.反思社会学:走出社会无意识──读布迪厄《反思社会学导引》[J].社会,1998(10):47-48.
[6]刘生全.论教育场域[J].北京大学教育评论,2006(1):78-91..
[7]闫晓.医学模拟教育与米勒金子塔的映射关系[J].医学教育,2005(6):12.
[8]Chalmers D J.Philosophy of mind-classical and contemporary readings[M].Oxford:Oxford University Press,2002.
[9]刘怀玉.现代性的平庸与神奇:列斐伏尔日常生活批判哲学的文本学解读[M].北京:中央编译出版社,2006.
[10]包亚明.消费文化与城市空间的生产[J].学术月刊,2006(5):11-13,16.
[11]张伯邑.多媒体课件画面的认知通道效应分析[J].电化教育研究,2011(12):32-35.
[12]张谦舵,潘玉君,伊继东,等.论教育空间与社会空间[J].云南师范大学学报(哲学社会科学版),2014,46(6):122-128.
[13]Sack R.Conceptions of space in social thought[M].Oxford:Macmillan Education UK,1980.