知识性质的多维透视与当代课堂教学改革  

Multidimensional Perspective of Knowledge Character and Reform of Classroom Teaching at the Present Age

作　　者：李松林[1] 

机构地区：[1]北京师范大学教育学院,北京100875

出　　处：《山西师大学报（社会科学版）》2005年第2期7-11,共5页Journal of Shanxi Normal University(Social Science Edition)

摘　　要：随着人们对知识性质的多重维度的认识,基于知识的“客观性”、“普遍性”、“明确性”、“个人性”和“简单性”建立起来的知识体系已出现了危机,与之相应的“个体化的”、“去静脉化的”、“抽象化的”和“简单化的”课堂教学模式也就不可避免地失去了其存在的合法性依据。鉴于此,当前课堂教学改革就必须在强调知识的建构性、情境性、默会性、社会性和复杂性的基础上展开,并力求在建构性学习环境的创设、学习共同体的建立、情境性教学、默会知识与复杂知识的教学等几个方面取得突破。The knowledge system based on objectivity, universality, explicitness, individuality and oversimplification has presents crisis and appropriate mode of classroom teaching which is characterized with individuality, non-situation, abstractness and oversimplification has lost its legitimate foundation as the people recognize the multidimensional characters of knowledge. In view of this ,the current reform of classroom teaching must be carried out based on more emphasis of constructiveness, situation, inexplicitness, sociality and complexity of knowledge, and tries to make up breakthroughs in such aspects as creation of constructive learning environment, building learning community, situated teaching, teaching of tacit knowledge and complex knowledge.

关 键 词：知识性质 当代知识观 课堂教学改革 

分 类 号：G424.21[文化科学—课程与教学论]