以实践能力培养为取向的知识教学变革研究

发布时间：2018-08-20 10:19

【摘要】：近年来,学生实践能力的培养日益引起人们的关注,但已有的培养举措更多侧重于通过课外实践活动、“综合实践活动课”等来进行,而很少从知识教学的角度去探求实践能力的培养路径。现行的知识教学,也不是以应用知识和培养学生的实践能力为核心目标,而主要或仅仅只是从知识掌握和认知发展的角度,去设计、组织、实施和评价教学。实际上,在当今知识经济和科技飞速发展的时代,学生实践能力的培养,还需要立足于知识教学这一微观层面,从知识运用的角度来进行认识。而知识教学,除了培养学生的认知能力外,显然更应关注学生学了知识之后走入生活、走入社会或在工作中要能运用。这才是对知识学习的生活意义的一种体现和追求。围绕“知识运用和实践能力培养”这一核心问题,本论文从新中国成立以来知识教学的实然取向及其存在的问题入手,探讨了知识教学转向实践能力培养的必要性和知识转化为实践能力的机制,在此基础上进一步探讨了相应的知识学习方式变革和知识教学变革及其所需要的内外部条件。全文除引言外,分五个部分：第一章主要探讨了知识教学的目标转向及其必要性。鉴于目标在教学中的重要性,本章从知识教学的目标定位入手,在简要回顾和梳理新中国成立以来不同历史阶段知识教学的实然取向的基础上,论文提出,传统的知识教学主要以培养“知识人”、“认知体”或“认知主体”为目标,而基本忽视了实践能力的培养；在知识教学中确立实践能力培养目标,不仅适应了新型实践形态对人的实践能力的要求,体现了知识教学的生活意义,也有助于克服学生的认知“失灵”问题。因此,知识教学在目标上需要转向培养学生的实践能力。第二章主要是就知识教学与实践能力培养关系的已有认识进行了梳理和分析。本章先对中外教育中知识教学与实践能力培养的关系进行了历史的检视,进而从当代一些理论研究对知识教学和实践能力关系的认识中,探寻理解二者关系的趋势和新的动向,以此来指导我们的研究。第三章重在分析知识的运用及其转化为实践能力的机制。这是本研究的核心和基础部分。要使知识教学在学生实践能力发展上的价值由可能性转化为现实性,需要明确：外在的理论知识和他人经验如何转化为学习者个体的实践能力?该过程受到哪些要素或条件的影响与制约?基于对这些问题的思考,本部分从纵横两个维度对知识转化为实践能力的机制进行了揭示。从纵向维度看,知识运用于解决实际问题的一般过程包含六个主要环节：运用知识感知问题情境、发现问题并确认知识运用的目标状态、结合已有知识和情境资源生成问题解决方案、对问题解决方案的可行性进行辩护、将方案付诸实施、监控和调整方案并最终运用知识解决问题；这六个环节并非线性的,而是以反思为媒介形成各环节间的“回路”；通过各环节的往复,知识运用过程得以不断调整和修正,直至最终达到目标状态。从横向维度看,实际问题解决中知识运用的方式主要有直接运用、变式运用、重构运用和综合运用,实际问题解决中知识运用的过程和方式体现了知识、实践、创新三者的统一；影响知识运用的主体变量主要包括直接经验、情境感知能力、操作能力、交往能力和反思能力,实际问题解决中知识的运用需要综合考虑并结合这些变量才能顺利进行。第四章主要探讨了旨在知识运用的知识学习过程的变革。在对知识掌握的认知性标准、简单化方式和单一过程类型的反思性批判的基础上,论文提出,不同类型的知识需要有不同的学习标准、学习方式和学习过程；从知识实际运用的角度看,知识往往表现出复杂性和情境性,相应地,知识的学习也会存在很大差异,因此,知识学习过程的展开和学习方式的使用需要考虑知识的复杂性和情境性。基于对前面知识学习现状的反思以及知识性质的认识,有必要改造知识学习过程,以“用中学”重建知识学习理念和学习方式；“用中学”是旨在知识运用和实践能力发展的一种重要的知识学习方式,其过程体现了学习者将公共知识转化为自身的观念和行动,进而实现自身社会化的过程,在该过程中,学习者实现着知识学习与实践能力的双向建构。第五章的主题是“指向知识运用与实践能力培养的教学变革”。主要是根据前面有关旨在知识实际运用的知识学习活动的变革,探讨如何调整和变革知识教学体系,为学生知识运用和实践能力的发展创造教学条件,同时,从知识教学体系变革系统的外部环境系统来进一步探讨学生实践能力培养所需要的各种支撑条件。
[Abstract]:In recent years, the cultivation of students'practical ability has attracted more and more attention, but the existing training measures are more focused on extracurricular practical activities, "comprehensive practical activity class" and so on, and seldom from the perspective of knowledge teaching to explore the cultivation path of practical ability. In fact, in the era of knowledge economy and rapid development of science and technology, the cultivation of students'practical ability needs to be based on the micro-level of knowledge teaching and from the perspective of knowledge application. Knowledge teaching, apart from cultivating students'cognitive ability, should pay more attention to students' entering life after learning knowledge, entering society or working in order to be able to use it. This is a reflection and pursuit of the life meaning of knowledge learning. Starting with the actual orientation of knowledge teaching and its existing problems since the founding of New China, this paper discusses the necessity of knowledge teaching turning to practical ability cultivation and the mechanism of knowledge turning into practical ability. On this basis, it further discusses the corresponding changes in knowledge learning methods, knowledge teaching reform and the internal and external requirements. In addition to the preface, the full text is divided into five parts:
The first chapter mainly discusses the goal turn of knowledge teaching and its necessity. In view of the importance of the goal in teaching, this chapter starts with the goal orientation of knowledge teaching. On the basis of reviewing and combing the actual orientation of knowledge teaching in different historical stages since the founding of New China, the paper puts forward that traditional knowledge teaching mainly focuses on training. "Intellectual person", "cognitive body" or "cognitive subject" is the goal, but basically ignores the cultivation of practical ability. Establishing the cultivation goal of practical ability in knowledge teaching not only meets the requirement of the new practical form to human practical ability, but also embodies the life significance of knowledge teaching and helps to overcome students'cognitive "failure". Therefore, knowledge teaching needs to turn to the training of students' practical ability.
The second chapter is mainly to sort out and analyze the existing understanding of the relationship between knowledge teaching and practical ability cultivation. This chapter first makes a historical review of the relationship between knowledge teaching and practical ability cultivation in Chinese and foreign education, and then explores the relationship between knowledge teaching and practical ability cultivation from some contemporary theoretical studies. The trend and new trend of this system will guide our research.
Chapter three focuses on the analysis of the application of knowledge and the mechanism of its transformation into practical ability, which is the core and basic part of this study. Based on the consideration of these problems, this part reveals the mechanism of knowledge transforming into practical ability from vertical and horizontal dimensions. The six links are not linear, but are formed through reflection. From the horizontal dimension, the main ways of knowledge application in practical problem solving are direct application, variant application, reconstruction and comprehensive application, and the process and method of knowledge application in practical problem solving. It embodies the unity of knowledge, practice and innovation, and the main variables influencing the use of knowledge include direct experience, situational awareness, operational ability, communicative ability and reflective ability.
The fourth chapter mainly discusses the changes in the process of knowledge learning aiming at the use of knowledge.On the basis of introspective criticism of the cognitive standards of knowledge mastery, simplification methods and single process types, the paper proposes that different types of knowledge need different learning standards, learning methods and learning processes. Knowledge is often complex and contextual. Accordingly, knowledge learning is also very different. Therefore, the development of knowledge learning process and the use of learning methods need to consider the complexity and situation of knowledge. The process is to rebuild the concept of knowledge learning and the way of learning by "using middle school". The "using middle school" is an important way of knowledge learning aiming at the application of knowledge and the development of practical ability. The process embodies the process of learners transforming public knowledge into their own ideas and actions, and then realizing their own socialization. Realize the two-way construction of knowledge learning and practical ability.
The fifth chapter is about "the teaching reform directing to the application of knowledge and the cultivation of practical ability". It mainly discusses how to adjust and reform the knowledge teaching system according to the changes of knowledge learning activities aiming at the practical application of knowledge, so as to create teaching conditions for the students'knowledge application and the development of practical ability, and at the same time, from the knowledge teaching body. Departments change the external environment system of the system to further explore the various supporting conditions needed for students'practical ability training.
【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：G424

【引证文献】