论个体知识的课程论意义  

On the Curriculum Theory Significance of Individual Knowledge

作　　者：余文森[1] 

机构地区：[1]福建师范大学教育科学与技术学院院长,福州350007

出　　处：《教育研究》2008年第12期44-50,共7页Educational Research

摘　　要：知识是课程的内核,课程变革从本质上说就是知识观的转向。从主体构成来看,"单一主体性"是个体知识的一个最为显著的特征;从基本向度来看,个体知识具有明显的"理解—个性化"特征;从认知方式来看,个体知识所遵循的是生活认识论路线;从来源和发展过程来看,个体知识主要表征为直接经验;从实际内容来看,个体知识主要表征为心理、精神、意义、价值等形式;从基本性质来看,个体知识具有明显的主观性、情境性、不确定性;从知识信念来看,个体知识是所谓的后现代主义知识观所竭力推崇的一种知识类型。Knowledge is the kernel of curriculum. Essentially, curriculum reform is the turning of knowledge outlook. In the view of subject composition, ＂sole subjectivity＂ is the most outstanding characteristic of individual knowledge; in the view of basic dimension, individual knowledge possesses obvious characteristics of ＂understanding-individualization＂; in the view of cognitive mode, individual knowledge follows the route of life epistemology; in the view of resource and development course, the major characteristic of individual knowledge is direct experience; in the view of actual contents, the major characteristics of individual knowledge are the modes of mentality, spirit, significance and value,etc. ; in the view of basic nature, individual knowledge features obvious subjectivity, situation and uncertainty; and in the view of knowledge faith, individual knowledge is a kind of knowledge style much admired by the so-called post-modernism knowledge outlook.

关 键 词：个体知识 生活认识论 主观性 直接经验 

分 类 号：G423[文化科学—课程与教学论] F270[文化科学—教育学]