教学认识论关于“知识价值与建构路径”观点的合理性

发布时间：2018-03-11 04:28

  本文选题：教学认识论　切入点：知识学习　出处：《四川师范大学学报(社会科学版)》2017年01期 　论文类型：期刊论文

【摘要】：对于发展学生核心素养这一时代要求,知识学习仍然有其重要的积极作用。特别是对思维能力的培养,必须依靠对于复杂知识结构的清晰把握。知识的符号化本质决定了:惟有促使学生掌握抽象思维的能力,才能够令学生达致对知识的深刻领悟及建立系统的知识结构。而教师的言语讲授,正是引导学生思维脱离具体依赖、走向主动抽象的关键因素,并能够简化知识的抽象层级,减轻学生认知负担。同时,在学生安静聆听的表象背后,其实隐藏着十分积极、主动的思维过程。
[Abstract]:Knowledge learning still plays an important and positive role in the development of students' core literacy, especially the cultivation of thinking ability. We must rely on a clear grasp of the structure of complex knowledge. The symbolic nature of knowledge determines only the ability of students to master abstract thinking. Only then can the students achieve a profound understanding of knowledge and establish a systematic knowledge structure. The teacher's speech teaching is the key factor leading students' thinking away from concrete dependence to active abstraction, and can simplify the abstract level of knowledge. At the same time, behind the appearance of quiet listening, there is a very active and active thinking process.
【作者单位】： 北京教育科学研究院基础教育教学研究中心;
【分类号】：G420
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本文编号：1596588