论基础教育的属性与缄默知识教学

发布时间：2018-06-09 17:01

本文选题：基础教育 + 缄默知识　；参考：《教育科学研究》2016年12期

【摘要】：基础教育场域中偏离"基础"的表层化教学普遍存在并根深蒂固。显性知识至上原则在各学科教学中全方位渗透并表现为:教学目的上的庸俗生活化与短视功利化;教学评价上的分数至上;教学结果上的学生基础素养缺失,如有知无慧、知识并未升华出道德等。走出困境的突破口在于澄清基础教育之"基础"的缄默知识属性,如内隐性、非公共性、不可教性等;在教学中激活缄默知识,使之切实升华为学生致学、为人及立业的基础。具体举措有二:深度解读教学内容;践行艺术化教学方式。
[Abstract]:The superficial teaching which deviates from the "foundation" in the field of elementary education generally exists and is deeply rooted. The principle of dominant knowledge supremacy permeates all aspects in the teaching of various disciplines and is manifested as follows: vulgarity and short-sighted utilitarianism in teaching purpose; score supremacy in teaching evaluation; lack of students' basic literacy in teaching results, such as knowledge without wisdom, Knowledge is not sublimated from morality. The breakthrough of getting out of the predicament lies in clarifying the attribute of tacit knowledge of the "foundation" of basic education, such as the tacit, non-public, non-teachable, etc. In teaching, the tacit knowledge is activated and sublimated into the foundation of students' learning, being a person and starting a career. There are two specific measures: in-depth interpretation of teaching content; practice of artistic teaching methods.
【作者单位】：西南大学教育学部;
【基金】：教育部人文社会科学研究基地西南民族教育与心理研究中心重大项目“城乡一体化进程中西南民族地区社会和谐问题研究”(10JJD880016) 重庆市研究生教育教学改革研究项目重点项目“文科类研究生主文献研读与学术修养提升研究”的成果
【分类号】：G632.0

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