知识观转型过程中知识在三个维度上的变化及其意义  

Changes of Knowledge on Three Dimensions and Its Educational Meaning in the Transformation of the Knowledge Theory

作　　者：孙玲[1] 徐文彬[1] 

机构地区：[1]南京师范大学课程与教学研究所,江苏南京210097

出　　处：《教育理论与实践》2010年第4期49-52,共4页Theory and Practice of Education

基　　金：全国教育科学"十一五"规划教育部重点课题(课题编号:DHA090189);江苏省教育科学"十一五"规划立项课题(课题编号:D/2006/01/086)的研究成果

摘　　要：知识观的转型必然导致知识之各维度上相应变化的发生,或者知识之各维度上的变化必然带来知识观的转型。因此,对知识的本质、表征以及有效阈等三个维度之转型特征的揭示,必将有助于我们对知识观及其转型的理解。而且这种揭示与理解对教育理论研究与教育实践改善还具有一定的启发价值:一是知识的相似性使得教育理论和教育实践之间的转化更具有现实性和可操作性;二是有限度的、动态的、多层次的知识本质观否定了教育评价的唯一性;三是边缘有效阈的界定使得课程设置的交叉性和边缘性成为可能。The transformation of knowledge theory will inevitably bring about the changes of knowledge on different dimensions. Or the changes of knowledge on different dimensions will inevitably bring about the transformation of knowledge theory. In view of this, the revelation of the characteristics of transformation of knowledge on such three dimensions as the essence, representation and validity will be conducive to the understanding of knowledge theory and its transformation. Besides, the understanding and revelation will be inspiring for the educational theory research and educational practice. To be concrete, the similarity of knowledge makes it more practical and operative for the interconversion between the educational theory and practice; the concept of knowledge essence which is limited, dynamic and multi-layed negates the uniqueness of educational evaluation; the definition of marginal validity makes it possible for the set-up of intercross and marginal courses.

关 键 词：知识观 知识本质 知识表征 知识有效阈 

分 类 号：G420[文化科学—课程与教学论]