论文标题:活知识的本质和形成
Essence and Formation of Energetic Knowledge
论文作者
论文导师 郝文武,论文学位 硕士,论文专业 教育学原理
论文单位 陕西师范大学,点击次数 851,论文页数 44页File Size2616K
2007-05-01论文网 http://www.lw23.com/lunwen_521192/
knowledge; knowledge view; knowledge education; booklore; energetic knowledge
随着课程改革的进行，我国教育中存在的深层次矛盾逐渐暴露出来，“过于注重知识传授”与“轻视知识教育”的争论体现了两种知识观的根本分歧。传统的静态知识观认为，知识是认识的结果并且是外在于人，它将作为认识结果的间接经验与包含认识过程的直接经验割裂开来。静态知识观影响下，容易使教育实践走向对学生进行简单的知识授受。因此，静态知识观成为教育实践中一系列问题的认识论根源。随着知识经济时代的来临，知识的产生、传播、保存、运用、增长方式发生了重大变化，人们对知识的认识也发生了改变。动态知识观认为知识既是认识过程又是认识结果，包含认识过程的直接经验和包含认识结果的间接经验始终处于互动状态，个体的认识是连续的意义建构的过程。杜威在其著作《我们怎样思维·经验与教育》中对形式逻辑与实际思维的关系进行深刻辨析。指出，二者关系实际上是作为结论的思维和作为心理过程的思维的关系。据此，将知识分为作为人类认识结果的书本知识(死知识)和作为具体个体的实际认识过程的活知识。“活知识”概念属于动态知识观的范畴，是指依附于个体且带有某种驱动力的知识，是寄存于个体自身的一部分知识。就其本质而言，活知识与认识第二次飞跃后实现的“思维中的具体”是直接同一的；就其形成而言，是一定的时间、地点和相关条件下的产物，是一个实实在在的过程本身，在这一过程中主体以完整的人的身份参与其中；就其功能而言，活知识是面向现实，促使谜团通向答案的行为组织者。教育中强调活知识的形成具有重要意义，在活知识关照下教育出现新转向，为知识教育开辟新的目标和实现途径，强调非理性因素在知识中的地位，突出学习者的主体地位；此外，活知识教育对人的一般发展、对学校教育以及对未来社会人的培养都具有重要意义。鉴于活知识的重要性，有必要进一步探索个体活知识何以生成。书本知识与活知识之间的关系是个体活知识形成的可能性，学习者个人因素、学校环境、社会环境是活知识形成的主、客观条件。活知识的形成遵循人的辩证认识规律，但不是辩证认识过程的绝对和僵化。实际认识过程更应该强调感性直观和理性认识之间相互渗透、相互影响。感性直观不断地转化为理性认识，理性认识一刻也离不开感性直观的支持。因此，活知识的生成应该有两条路径：其一，通过学习书本知识形成个体活知识，即抽象的理论——具体实践——“思维中的具体”；其二，通过情境知识的学习形成个体活知识，即“表象中的具体”——理论推理——“思维中的具体”，同时还借鉴了威特罗克的生成学习模式理论，阐述活知识形成的心理机制。
Along with the curriculum reforming, the deep contradiction exsisting ineducation of our country has been coming out. The disputes between "pay too moreattention to the knowledge induction"and "despise knowledge education" embodiedbasic differences between two kinds of knowledge views. The traditional knowledgeview thinks that knowledge is a cognitive result and is objects beside human being.Direct experience, the results of knowing are seperated from process of knowing whichwe named indirect experience. The static knowledge view is the theory basis that causesthe education to pursue passing student knowledge, which is the epistemological reasonof a series of problem in education practices. Along with the approach of the knowledge-based economy age, the knowledgecreation, spreading, keeping, using and the way of growth have changed, people"sknowledge view also have changed. The dynamic knowledge view thinks thatknowledge is not only the process of knowing but also the result of konwing, they arealways placed in interaction state. Individual learning knowledge is a process ofcontinuous meaning construction. In How to Think·Experience and Education, Deweyhas given an acute analysis of the relation between formal logic and concrete thinking.Actually, they are relation between cognitive process and result of thinking. Accordingto this, I classified knowledge into two distinct types, which are booklore and energeticknowledge. As far as I am concerned, we should consider the concept of knowledgeagain from a new angle. Individual"s "energetic knowledge" should be emphasized inthe knowledge education. The concept of "energetic knowledge" belongs to thecategory of the dynamic knowledge view. It depends on the individual and hasdynamics. Individual deposits "energetic knowledge" in himself. Essentially, energeticknowledge is the same as the second stage of cognition. So far as formation isconcerned, energetic knowledge is the result of specific place, time and other conditions.In this process, individual is entirely involved in it. So far as function is concerned,energetic knowledge face the fact. As behavior organizer, it always lead us fromdifficulty to answer. Under the influence of the energetic knowledge, the educationchanged direction lately. Energetic knowledge education means much to the general development, school education, and the development of future social person. Personalelements, school and social environment are important conditions for energeticknowledge formation. Formation of energetic knowledge adhere to rules of dialecticalthinking. Rational knowledge and perceptual knowledge influenced each other in realprocess of cognition, perceptual knowledge remains to be developed into rationalknowledge and Rational knowledge depends upon perceptual knowledge. To produceenergetic knowledge by two means: one is by learning booklore, which is abstracttheory→concrete practice→the second stage of cognition, the other is by learningcondition knowledge, which is vague semblance→abstract reasoning→the second stageof cognition. At the same time, I benefit from Generative learning theory to formulatemechanism of the energetic knowledge.
|
