| 服务于教育知识组织的教育知识分类尝试 |
| |
| 引用本文： | 刘庆昌.服务于教育知识组织的教育知识分类尝试[J].宁波大学学报(教育科学版),2021,0(4):17-025. |
| |
| 作者姓名： | 刘庆昌 |
| |
| 作者单位： | (山西大学 教育科学学院 山西 太原 030006) |
| |
| 摘 要： | 教育知识的分类并不以分类自身为目的，而是要为教育认识成果的组织提供参照。从教育知识出发会探究四个问题，即产出教育知识的教育认识是以什么为对象的？隐藏在教育认识背后的动机和目的是什么？经过教育认识所创生的教育知识究竟是什么性质的认知产品？不同性质的具体教育知识是否具有同等的重要性？对这些问题的回答推演出了教育知识分类的四个基本维度，它们分别是整体与部分维度、求知与求用维度、抽象与具体维度和中心与边缘维度，现实存在的教育知识能够在每一个维度上显现出其性质和在教育知识整体中的位置。
|
| 关 键 词： | 教育知识 知识分类 教育学 |
On the Classification of Educational Knowledge in Service of Educational Organization |
| |
| LIU Qing-chang.On the Classification of Educational Knowledge in Service of Educational Organization[J].Journal of Ningbo University(Educational Science Edition),2021,0(4):17-025. |
| |
| Authors: | LIU Qing-chang |
| |
| Institution: | (College of Education Science, Shanxi University, Taiyuan 030006, China) |
| |
| Abstract: | Educational knowledge classification is intended to provide a reference to the organization of the educational knowledge achievements. It focuses on four issues: the object of the educational cognition that produces educational knowledge; motives and purposes of the educational cognition; the nature of the cognitive product of educational knowledge created by educational cognition; and equal importance of specific educational knowledge of different nature. These issues can be explored in four basic dimensions of educational knowledge classification: the whole-part dimension, the learning-practice dimension, the abstract-concrete dimension, and the center-edge dimension, which reflect the nature and status of the existing educational knowledge. |
| |
| Keywords: | educational knowledge knowledge classification pedagogy |
|
| 点击此处可从《宁波大学学报(教育科学版)》浏览原始摘要信息 |
| 点击此处可从《宁波大学学报(教育科学版)》下载免费的PDF全文 |
