| 论知识的个性化意义及其实现 |
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| 引用本文： | 伍远岳,郭元祥.论知识的个性化意义及其实现[J].湖南师范大学教育科学学报,2011,10(1):56-59. |
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| 作者姓名： | 伍远岳 郭元祥 |
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| 作者单位： | 华中师范大学,教育学院,湖北,武汉,430079 |
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| 摘 要： | 知识不仅仅是客观存在的对象物,更是由符号、逻辑和意义组成的复合体。知识教学不应该仅仅关注知识的假定性意义,而更应该关注知识的个性化意义。传统哲学意义上的知识观由于过于重视知识的假定性意义,而造成了知识个性化意义的缺失。我们可以通过以下几条途径来实现知识的个性化意义:多维目标,丰富教学价值;创设情境,实现有效关联;加强体验,促进意义建构;深化理解,实现意义增值;差异评价,促进个性发展。
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| 关 键 词： | 知识 内在结构 个性化意义 |
On Knowledge's Individualized Meaning and It's Achievement |
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| WU Yuan-yue,GUO Yuan-xiang.On Knowledge's Individualized Meaning and It's Achievement[J].Journal of Educational Science of Hunan Normal University,2011,10(1):56-59. |
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| Authors: | WU Yuan-yue GUO Yuan-xiang |
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| Institution: | WU Yuan-yue,GUO Yuan-xiang(College of Education,Huazhong Normal University,Wuhan,Hubei 430079,China) |
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| Abstract: | Knowledge is not only the objective existence,it is the complex containing symbol,logic and meaning.Knowledge teaching should not just concern about the hypothetical meaning of knowledge,but the individualized meaning.The traditional concept of knowledge gives too much emphasis to the hypothetical meaning of knowledge,leading to the loss of knowledge's individualized meaning.In order to achieve the individualized meaning of knowledge,we can create multi-dimensional goal to enrich teaching values;establish s... |
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| Keywords: | knowledge inner structure individualized meaning |
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