| 有限知识与知识教学任务 |
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| 引用本文： | 顾云虎,张珍珍.有限知识与知识教学任务[J].全球教育展望,2012(10):8-13,75. |
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| 作者姓名： | 顾云虎 张珍珍 |
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| 作者单位： | 合肥师范学院教育系 |
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| 基金项目： | 作者主持的安徽省高校人文社科研究重点项目“现代课程与教学制度知识基础研究”(项目编号:2011sk339zd)的研究成果 |
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| 摘 要： | 知识的个人存在和社会存在之间横亘重大差别。所有教学中之被命名为知识的教学内容,从来就不是一种整合的人类的认识结晶,而首先是也直接是具体时空境遇中人的知识,以分立的个体或者说有限知识的形式存在。教学中的知识问题是师生如何根据学习的需要发掘具体的知识的有限性并对之加以充分思考和运用的问题。作为个人的具体的知识总是有不完全、不充分、不均衡的局限,它们约束教学过程中个人知识追求所能达到的深度、广度及其方式,因而,教学的互动交往、对话探究具有了决定性意义,知识教学的任务就集中到增长知识和增强责任两个方面。无论增长知识还是增强责任,单纯的定论式的输入接受都不可靠,它们只能依存于个体持续不断的探索实践中。
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| 关 键 词： | 有限知识 个人知识 知识教学 |
Limited Knowledge and Knowledge-teaching Task |
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| Authors: | GU Yunhu & ZHANG Zhenzhen |
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| Institution: | GU Yunhu & ZHANG Zhenzhen (Department of,Hefei Normal University,Hefei,230061,China) |
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| Abstract: | There are major differences between the knowledge of individual existence and that of social existence. All teaching contents so called knowledge have never been a fruit of integrated human understanding, but in the first place and directly are the knowledge from people who are in a particular spatial-temporal situation, in the form of discrete units or bounded knowledge. Questions about knowledge in teaching are how individuals according to learning needs discover specific knowledge is limited and give full consideration to it and its application. As an individual’s specific knowledge is always incomplete, inadequate and unbalanced, it bounds the depth and the breadth and the way in pursuit of knowledge during the teaching process. Hence, the interactive exchanges and dialogic inquiry in teaching are of decisive significance, and knowledge-teaching task is to focus on two aspects ——knowledge-increasing and responsibility-enhancing. Whether to increase knowledge or to enhance responsibility, pure conclusion type classroom teaching is unreliable and it can only take place in individual continuous exploration and practice. |
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| Keywords: | bounded knowledge personal knowledge knowledge teaching |
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