两种知识观及对高师教育实践课程之影响  

Two Knowledge Views and the Influence on Practice Curriculum in Higher Teacher Training

作　　者：吴义昌[1] 

机构地区：[1]徐州师范大学教育科学学院,江苏徐州221116

出　　处：《徐州师范大学学报（哲学社会科学版）》2009年第3期121-124,共4页Journal of Xuzhou Normal University(Philosophy and Social Sciences Edition)

基　　金：江苏省高校哲学社会科学基金项目(项目批准号:07SID880046);江苏省高等教育教学改革项目(项目批准号:2007ST-219)的阶段性研究成果

摘　　要：在知识论中存在两种知识观:理论性知识观和实践性知识观,它们从深层观念上对高师教育实践课程产生潜在而强大的不同影响。理论性知识观藐视通过实践而获得的所谓"经验",剥夺其作为知识存在的权利,必然导致高师教育实践课程的弱化。实践性知识观不仅尊重理论性知识的实践价值,而且强调实践性知识对于实践的重要性与依赖性及其在理论性知识实现实践价值中的中介作用,因而能够有力地促进高师教育实践课程的彰显。There are two knowledge views in epistemology： theoretical knowledge view and practical knowledge view. They exert latent, powerful and different influence on the practice curriculum in higher teacher training. Theoretical knowledge view looks down upon the experience from practice, and deprives its right as knowledge. It weakens the practice curriculum in higher teacher training certainly. Practical knowledge view not only respects the practical value of theoretical knowledge, but also emphasizes the importance of practical knowledge to practice, the dependence of practical knowledge upon practice, and the intermediary effect of practical knowledge for theoretical knowledge to carry out its practical value. So practical knowledge view can strengthen the practice curriculum in higher teacher training powerfully.

关 键 词：理论性知识观 实践性知识观 高师教育 实践课程 

分 类 号：G65[文化科学—教育学]