知识生产模式Ⅱ中的跨学科研究转型
发布时间：2018-11-28 18:34
【摘要】：知识已成为这个社会的一种普遍形态,而跨学科性是知识生产模式2最主要的特征。从模式1到模式2的知识生产方式主要发生几个转向:知识生产属性的转向:从自治到自反;知识生产场域的位移:从大学到社会机构;知识生产过程的情境性:从知识导向到问题导向。模式2的变化对跨学科研究的组织建制、师资配置和学生培养都提出了新的挑战。在新的知识生产模式下,跨学科研究的转型需要开放组织边界、构建多元化跨学科单位;以情境化为纽带,创新教师流动机制;扩宽学生交往,发展个体意义建构。
[Abstract]:Knowledge has become a universal form in this society, and interdisciplinary is the most important feature of knowledge production mode 2. The knowledge production mode from mode 1 to mode 2 has several turns: the turning of knowledge production attribute: from autonomy to reflexivity, the displacement of knowledge production field: from university to social organization; The situational nature of knowledge production process: from knowledge-oriented to problem-oriented. The change of mode 2 poses new challenges to the organizational system of interdisciplinary research, the allocation of teachers and the cultivation of students. In the new mode of knowledge production, the transition of interdisciplinary research needs to open the organizational boundaries, construct multi-disciplinary units, use context as a link, innovate the mechanism of teacher flow, broaden students' communication, and develop individual meaning construction.
【作者单位】： 南京师范大学教育科学学院;
【分类号】：G642.3
，
本文编号：2363892
[Abstract]:Knowledge has become a universal form in this society, and interdisciplinary is the most important feature of knowledge production mode 2. The knowledge production mode from mode 1 to mode 2 has several turns: the turning of knowledge production attribute: from autonomy to reflexivity, the displacement of knowledge production field: from university to social organization; The situational nature of knowledge production process: from knowledge-oriented to problem-oriented. The change of mode 2 poses new challenges to the organizational system of interdisciplinary research, the allocation of teachers and the cultivation of students. In the new mode of knowledge production, the transition of interdisciplinary research needs to open the organizational boundaries, construct multi-disciplinary units, use context as a link, innovate the mechanism of teacher flow, broaden students' communication, and develop individual meaning construction.
【作者单位】： 南京师范大学教育科学学院;
【分类号】：G642.3
，
本文编号：2363892
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