知识的生命意蕴及其重构——对知识教学问题的再反思  

The Life Implication of Knowledge and Its Reconstruction:Reflections on the Problems of Knowledge Teaching

作　　者：陈凯[1] 龚雪[2] 

机构地区：[1]北京师范大学教育学部,北京100875 [2]南京师范大学教育科学学院,南京210097

出　　处：《基础教育》2010年第9期9-13,共5页Journal of Schooling Studies

摘　　要：在新的时代背景下，知识不应仅成为学生何以为生的手段，还应成为学生理解为何而生的思想源泉。为此，我们应该从两个方面把握知识的生命意蕴：从知识本身来看，我们应该尊重知识本然的自由的生命属性；从知识与学生的关系来看，每个学生都应该在自由的知识领域内独享属于自己的知识空间。针对当前知识教育中存在的知识工具化和知识泛化的弊病，可以通过加强学生知识学习的生命体验和提升教师知识教学的反思能力来重构知识的生命意蕴。In the new era, knowledge should not only be a means to help students make a living, but also the ideological source to help them understand why they are live. Therefore, we should grasp the life implication of knowledge from two aspects： from the perspective of knowledge itself, we should respect the inherent free life properties of knowledge; from the perspective of the relationship between knowledge and student~, each student should enjoy their own knowledge space in the field of knowledge. In view of the problems of the growing instrumentalization of knowledge and knowledge generalization in the current knowledge education, we should reconstruct the life implication of knowledge through enhancing student＇s life experience of knowledge learning and improving teachers self-reflection ability of knowledge teaching.

关 键 词：知识 工具化 泛化 生命意蕴 生命体验 

分 类 号：G420[文化科学—课程与教学论]