建构主义视域下高校社会实践教学理念反思  

Principle of Social Practice Program in College Teaching:Some Reflections in the Perspective of Constructionism

作　　者：刘翠霞[1,2] 

机构地区：[1]南通大学管理学院,江苏南通226019 [2]山东大学哲学与社会发展学院,山东济南250100

出　　处：《扬州大学学报（高教研究版）》2014年第5期84-88,共5页Journal of Yangzhou University（Higher Education Study Edition）

基　　金：国家社科基金青年项目(13CSH002)

摘　　要：当前高校社会实践教学以"经验认知"为导向,带有较强的形式化、精英化、功利化倾向,忽略了社会实践本身其实是一个知识生产建构的过程。切入建构主义视角,将高校社会实践教学的核心理念转换为更高层次的"研究",鼓励学生"像研究者一样"参与社会实践,是走出当前高校社会实践教学困境的有效思路。社会实践教学应该是建立在师生共同参与基础上的研究活动,教师和学生在社会实践教学中是处于平等地位的主体,两者在参与对话中形成的主体间性推动着社会实践活动的有效开展;"教(师)-学(生)-研究"三者在社会实践教学中形成了循环往复递进的关系,由此促进了知识的再生产与进步。这些思想为高校社会实践教学改革提供了一定的思维线索与策略依据。The present social practice program in college teaching is oriented towards ＂experiential cognition＂ with the tinge of formality, elitism and utilitarianism overlooking the fact that social practice itself is a process to produce and construct knowledge. From the perspective of constructionism, the core principle of social practice program in college teaching should be the higher level of ＂research＂ rather than ＂cognition＂. Students should be encouraged to participate in it like a researcher. In this program, teachers and students are equal subjects. The inter-subjectivity formed in their interaction drives forward the unfolding of the program. Teachers, students and the research work form a cyclic and progressing triad relation, promoting the reproduction and progress of knowledge.

关 键 词：建构主义教学观 社会实践教学 显性知识 默会知识 知识建构 

分 类 号：G642.0[文化科学—高等教育学]