我们怎样思维:信念结构理论及其应用
发布时间：2019-03-14 19:37
【摘要】："我们怎样思维"提问的对象是个人思维的状况,触及教育研究的认识论基础。在这个问题上,教育研究领域广为接受的答案来自杜威的反省思维理论。但是,这种规范性的回答,并未照顾个体的实际心理需求。文章将信念结构理论作为一种补充理论,进行了简要地介绍。基于信念结构理论,个体的信念系统包含"心理-逻辑"结构,同时服务于认识和心理保护两种需求。这种对个人认识活动的判断,与反省思维理论的观点差异巨大。基于此,教育研究者的许多概念前设都将面临观念更新的要求。
[Abstract]:The object of the question "how do we think" is the state of individual thinking, which touches on the epistemological basis of educational research. The widely accepted answer to this question in the field of educational research comes from Dewey's theory of reflective thinking. However, this normative answer does not take into account the actual psychological needs of the individual. This paper briefly introduces the belief structure theory as a supplementary theory. Based on the belief structure theory, the belief system of an individual consists of a "psycho-logical" structure, serving the needs of cognition and psychological protection at the same time. This judgment of individual cognitive activity differs greatly from that of introspective thinking theory. Therefore, many pre-concepts of educational researchers will be faced with the requirement of concept renewal.
【作者单位】： 北京师范大学教育学部教育基本理论研究院;
【基金】：“中央高校基本科研业务费专项资金”(项目编号:702105562GK)资助
【分类号】：G40
，
本文编号：2440306
[Abstract]:The object of the question "how do we think" is the state of individual thinking, which touches on the epistemological basis of educational research. The widely accepted answer to this question in the field of educational research comes from Dewey's theory of reflective thinking. However, this normative answer does not take into account the actual psychological needs of the individual. This paper briefly introduces the belief structure theory as a supplementary theory. Based on the belief structure theory, the belief system of an individual consists of a "psycho-logical" structure, serving the needs of cognition and psychological protection at the same time. This judgment of individual cognitive activity differs greatly from that of introspective thinking theory. Therefore, many pre-concepts of educational researchers will be faced with the requirement of concept renewal.
【作者单位】： 北京师范大学教育学部教育基本理论研究院;
【基金】：“中央高校基本科研业务费专项资金”(项目编号:702105562GK)资助
【分类号】：G40
，
本文编号：2440306
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