教学认识论的当代转向:从知识论到生成论——生成论教学哲学的认识论镜像

发布时间：2018-08-09 15:29

【摘要】：以往的教学认识论将教学过程的本质理解为学生特殊的认识过程,具有其历史合理性与进步意义,同时也遭遇了根源于知识论哲学的基础性困境。基于当代生成论哲学尤其是生成论教学哲学的整体立场,生成论教学哲学的教学认识论——生成论教学认识论,以生成性、关系性思维为核心,扬弃进而整体重构教学认识论的方法论基础,在内涵上表现为生成性、实践性、关系性和超越性等内在规定性,在外延上展现出在教学认识、教学关系、教学职能及教学知识等方面的创新元素,从而努力地追求、参与、体现并力推当代教学认识论从知识论向生成论的整体转向。
[Abstract]:The teaching epistemology used to understand the essence of the teaching process as the special cognition process of the students, which has its historical rationality and progressive significance, and at the same time it has encountered the basic predicament rooted in the philosophy of knowledge theory. Based on the whole standpoint of contemporary generative philosophy, especially generative teaching philosophy, the teaching epistemology of generative teaching philosophy is centered on generative and relational thinking. The methodological basis of sublation and then reconstruction of teaching epistemology as a whole is embodied in the inherent prescriptions such as generative, practical, relational and transcendent in connotation, showing the teaching cognition and teaching relationship in the extension. The innovative elements of teaching function and teaching knowledge, so as to pursue, participate, embody and push the whole turn of contemporary teaching epistemology from knowledge theory to generative theory.
【作者单位】：华南师范大学教育科学学院;
【基金】：教育部人文社会科学研究规划基金项目“中外教学哲学思想的诠释整合与本土理论建构”(项目编号:15YJA880101)研究成果
【分类号】：G42

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