生活认识论及其对现代教学论研究的启示  

Life Epistemology and its Enlightenment to the Research in Modern Teaching Theory

作　　者：王攀峰[1] 

机构地区：[1]北京师范大学教育学院,北京100875

出　　处：《教育理论与实践》2005年第9期50-54,共5页Theory and Practice of Education

摘　　要：传统教学认识论是建立在“科学认识论”的基础之上的。“科学认识论”主要表现为主客二分、泛科学主义、实体性思维,由此导致教学活动中教学与生活、教学与人以及人与人之间相互疏离的现象。20世纪90年代,我国哲学界主张建构一种主客体统一的“生活认识论”。“生活认识论”的确立,恢复了马克思主义认识论的原有之义,推动了人们思维方式的根本转变,使现代教学理论走上了向生活世界回归之路。“生活认识论”的提出,不仅有助于我们重新审视当前教学论研究中的一些难题,有助于树立现代的教学观,而且有助于重新认识和评价师生关系,推动现代教学研究范式的转换。The traditional instructional epistemology was based on the scientific epistemology which expresses itself as antinomy between subject and object, scientism, entitative thought. This results in the phenomenon of the isolation between instruction and life, instruction and humans, person and person. In 1990s the life epistemology with the unity of subject and object was advised to be constructed in the philosophy world in China. The establishment of life epistemology restores the original meaning of Marxism epistemology, promotes the change of people＇ s thoughts, and makes modern instructional theory return to the life world. It not only helps us solve some problems in the current instructional theory and build up the view of modern instruction, but also helps us understand and evaluate the relationship between teacher and students and promote the transformation of modern instructional research model.

关 键 词：科学认识论 生活认识论 教学认识论 

分 类 号：G42[文化科学—课程与教学论]