知识观转型对课堂教学的启示

发布时间：2018-04-26 06:03

本文选题：知识观转型 + 课堂教学　；参考：《东北师范大学》2017年硕士论文

【摘要】：知识作为课程教育的重要来源,在一定程度上影响着未来基础课程改革的发展方向。从现代主义知识观转向后现代主义知识观体现出社会从批判的视角重新审视教育的本质及成果,更体现出人们更加系统的探讨了知识与教育两者之间的关系。后现代主义知识观崇尚更加灵活地多元化思维方式,它否定了知识的绝对性、普遍性、中立性,强调知识的相对性、异质性和价值型,以新的视角重新审视了知识与教育的关系,而这也对当下教育观念、课程改革产生了重要的意义和影响。“课堂教学”属于系统性、整体性的工程,并非简单的“知识”和“教育”的叠加,而是“知识”和“教育”的有机组合。正是“知识”和“知识观转型”构成了现阶段课堂教育变化的土壤。本文即从这点出发,阐释知识观转型对现阶段课堂教学的影响,从传统知识观的弊病出发对知识观转型下课堂教学的新发展方向做出自己的阐释,从而在一定程度上深化知识和教育关系的研究成果。本文首先以知识观转型为背景,从知识、知识观、知识的焦点转变以及知识内容的“属人”化转变等方面阐释知识教育的相关理论;其次针对传统知识观下的教育存在的弊端,剖析知识观转型对知识教育的理论意义;最后从课堂知识内容、教学培养目标、教学过程和教育学自身对知识的思考四个方面阐释知识观转型背景下的课堂教学改革发展方向。通过上述研究内容,本文得出了下列几条结论:第一,知识观转型推动了个人的发展和精神觉醒。在现代主义知识观背景下,人的存在及内在意义游离于知识之外;而后现代主义知识观反映人的生命精神,发挥了人的本体价值。第二,知识观转型使知识教育更具有完整性和多元化。知识观转型促进了知识教育的辩证认知,使知识教育的类型更加丰富,促进了知识教育的反思内省,还推动了受教育者形成多元化价值观。第三,传统的知识观下教育产生了诸多的弊病。课堂中思维模式的单向化,学生主体的人性培养也缺失;同时,教育对知识价值的解读偏差严重,而且以“灌输”替代“建构”的知识教育方式也存在问题。第四,在知识观转型下课堂教学新的发展方向。课堂教学内容要回归生活,由事先预设转为不确定的动态化;教学应体现个体对学习的实践性反思,转向培养更为批判性、综合性的思维模式。而且,课堂教学过程也应该从师生和谐关系入手,达到人性化、场景化、复杂化的共建;教育学自身建设也应该更加的包容与多元。
[Abstract]:Knowledge as an important source of curriculum education, to some extent, affects the future development direction of basic curriculum reform. The transformation from modernism knowledge view to postmodernism knowledge view reflects the society's re-examination of the essence and achievements of education from the critical perspective, and also reflects the more systematic discussion of the relationship between knowledge and education. The postmodernist view of knowledge advocates a more flexible and diversified way of thinking, which negates the absoluteness, universality and neutrality of knowledge, and emphasizes the relativity, heterogeneity and value of knowledge. This paper reexamines the relationship between knowledge and education from a new perspective, which has a great significance and influence on the present educational concept and curriculum reform. "classroom teaching" is a systematic and holistic project. It is not a simple superposition of "knowledge" and "education", but an organic combination of "knowledge" and "education". It is knowledge and knowledge transformation that form the soil of classroom education. From this point of view, this paper explains the influence of the transformation of knowledge view on classroom teaching at the present stage, and explains the new development direction of classroom teaching under the transformation of traditional view of knowledge from the point of view of traditional knowledge. In order to deepen the relationship between knowledge and education to a certain extent. This paper first explains the relevant theories of knowledge education from the aspects of knowledge, knowledge view, the focus of knowledge and the transformation of knowledge content from the aspects of knowledge view transformation, and then aims at the drawbacks of education under traditional knowledge view. This paper analyzes the theoretical significance of knowledge view transformation to knowledge education, and finally explains the development direction of classroom teaching reform under the background of knowledge view transformation from four aspects: the content of classroom knowledge, the goal of teaching cultivation, the teaching process and the thinking of pedagogy itself on knowledge. Through the above research, this paper draws the following conclusions: first, the transformation of knowledge view promotes the individual's development and spiritual awakening. Under the background of modernist view of knowledge, the existence and intrinsic meaning of human being are separated from knowledge, while the postmodernism view of knowledge reflects the spirit of human life and exerts the value of human being. Second, the transformation of knowledge view makes knowledge education more complete and diversified. The transformation of knowledge view promotes the dialectical cognition of knowledge education, enriches the types of knowledge education, promotes introspection of knowledge education, and promotes the educatee to form pluralistic values. Third, under the traditional view of knowledge, there are many disadvantages in education. The unidirectional thinking mode in the classroom also lacks the cultivation of human nature of the students' subject, at the same time, the deviation of the interpretation of knowledge value in education is serious, and there are also problems in the way of knowledge education in which "inculcation" replaces "construction". Fourth, under the knowledge view transformation, the classroom teaching new development direction. The content of classroom teaching should return to life and change from presupposition to uncertainty, and the teaching should reflect the practical reflection of individual learning and turn to cultivate a more critical and comprehensive mode of thinking. Moreover, the classroom teaching process should start with the harmonious relationship between teachers and students to achieve humanization, scene and complexity, and pedagogy itself should be more inclusive and pluralistic.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G424

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