有限知识与知识教学任务

发布时间：2018-06-05 05:47

本文选题：有限知识 + 个人知识　；参考：《全球教育展望》2012年10期

【摘要】：知识的个人存在和社会存在之间横亘重大差别。所有教学中之被命名为知识的教学内容,从来就不是一种整合的人类的认识结晶,而首先是也直接是具体时空境遇中人的知识,以分立的个体或者说有限知识的形式存在。教学中的知识问题是师生如何根据学习的需要发掘具体的知识的有限性并对之加以充分思考和运用的问题。作为个人的具体的知识总是有不完全、不充分、不均衡的局限,它们约束教学过程中个人知识追求所能达到的深度、广度及其方式,因而,教学的互动交往、对话探究具有了决定性意义,知识教学的任务就集中到增长知识和增强责任两个方面。无论增长知识还是增强责任,单纯的定论式的输入接受都不可靠,它们只能依存于个体持续不断的探索实践中。
[Abstract]:There is a significant difference between the individual existence of knowledge and the social existence. The teaching content named as knowledge in all teaching is never a kind of integrated knowledge of human being, but it is also directly the human knowledge in specific time and space circumstances, which exists in the form of discrete individual or limited knowledge. The problem of knowledge in teaching is how to explore the limitation of specific knowledge according to the need of learning and how to think and apply it fully. As an individual, the specific knowledge always has the limitation of incomplete, insufficient, unbalanced, they restrict the depth, breadth and way of the personal knowledge pursuit in the teaching process, therefore, the interactive communication of the teaching. Dialogue and inquiry have decisive significance, the task of knowledge teaching focuses on increasing knowledge and enhancing responsibility. Whether it increases knowledge or increases responsibility, simple deterministic input acceptance is unreliable and can only depend on the individual's continuous exploration practice.
【作者单位】：合肥师范学院教育系;
【基金】：作者主持的安徽省高校人文社科研究重点项目“现代课程与教学制度知识基础研究”(项目编号:2011sk339zd)的研究成果
【分类号】：G420

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