本体知识:教育的认知盲区和操作误区

发布时间：2017-12-27 01:00

本文关键词：本体知识:教育的认知盲区和操作误区　出处：《心理研究》2010年06期 　论文类型：期刊论文

【摘要】：如何使学习者有效内化知识并建构和操用个性化的元认知体系,是当代教育所面对的重大挑战。认知神经科学认为,本体知识是学习者转化客观知识的内在形式,然而它却成为教育的认知盲区和操作误区。主体基于具身认知机制和镜像神经系统而将客观知识转化为本体知识,进而借助虚拟的对象化映射方式将本体知识逐级还原为本体性的知觉概象和感觉表象,最后以实体性、外向性的对象化映射方式,将本体性认知表象转化为体象-工具象-目标象。教师应当将知识传导与内化过程首先落实到自己的认知操作这个先导性的核心环节上,以借此引领自己与学生的本体知识更新及本体创新能力发展。
[Abstract]:How to effectively internalize knowledge and construct and use individualized metacognition system is a major challenge for contemporary education. Cognitive neuroscience believes that ontological knowledge is the inner form of the learner's transformation of objective knowledge, but it has become a blind area of cognition and a misunderstanding of operation. The main body of cognitive mechanism and the mirror neuron system based on objective knowledge into knowledge ontology, and ontology knowledge reduction for ontological consciousness step by step and almost like senserepresentation with object mapping virtual, and finally to the object entity, extroverted mapping, ontology of cognitive representation into the body as a tool like - like target. Teachers should first carry out the process of knowledge transmission and internalization into the core link of their cognitive operation, in order to lead students to update their ontology knowledge and develop their noumenon innovation ability.
【作者单位】：杭州师范大学心理系;
【分类号】：G40
【正文快照】： 1引言学习是人类社会进化形成的一种文化行为,有助于塑造或改变我们的大脑、心理和行为,并将持续影响我们的思想、性格、心态、命运乃至幸福境况与自我实现水平。以人为本的主体性教育和学习主体的能动性发展,其客观基础最终定位于人的大脑和心理世界,后者的个性特征及内在发

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