| 从建构主义到社会实在:知识教学的反思与重构 |
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| 引用本文： | 郑红娜.从建构主义到社会实在:知识教学的反思与重构[J].当代教育科学,2022(2):33-40. |
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| 作者姓名： | 郑红娜 |
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| 作者单位： | 北京师范大学教育学部 |
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| 摘 要： | 建构主义视角下的知识教学强调学生的主动建构,注重社会文化互动与个人意义生成,却潜存过度建构而否定知识价值、混淆教学活动与一般学习活动、阻碍学生主体性发展的危害。社会实在理论批判、超越并改进了建构主义的弊端,承认知识生产的程序客观性与社会性基础,并基于其内在统一性提出知识的社会实在属性,为澄清知识教学的范畴与内涵提供了理论基础。社会实在论视角下的知识教学以优选的客观知识作为教学的主要内容和逻辑起点;以知识生产的客观逻辑与社会情境作为教学过程的设计依据;以学生的思维发生与知识结构作为教学效果的评判依据。整合的知识教学观,有助于从整体上把握教学的本质及其改革方向。
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| 关 键 词： | 知识教学 构建主义 社会实在 反思与重构 |
From Constructivism to Social Realism:Introspection and Reconstruction of Knowledge Teaching |
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| Zheng Hongna.From Constructivism to Social Realism:Introspection and Reconstruction of Knowledge Teaching[J].Contemporary Eductiaonal Science,2022(2):33-40. |
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| Authors: | Zheng Hongna |
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| Institution: | (Beijing Normal University) |
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| Abstract: | Knowledge teaching emphasize students’ active construction, sociocultural interaction and personal meaning generation in the perspective of constructivism, but there are potential hazards of negating knowledge value, confusing teaching and general learning, and hindering students’ development caused by excessive construction. Social reality theory criticizes and transcends the drawbacks of constructivism, it acknowledges the objectivity and sociality of knowledge, and puts forward the "emerging attribute" of knowledge based on its internal unity, which provides a theoretical basis for clarifying the category and connotation of knowledge teaching. The knowledge teaching from the perspective of social realism takes optimized objective knowledge as its main content and logical starting point, makes the objective logic of knowledge production and social situation as the basis of teaching process design;and takes students’ thinking and knowledge structure are taken as the basis to evaluate the teaching effect. The view of integrated knowledge teaching is helpful to grasp the essence of teaching and the direction of its reform. |
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| Keywords: | knowledge teaching constructivism social realism introspection and reconstruction |
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