“转识成智”:课程知识教学的“破”与“立”  

“Turning Knowledge into Wisdom”:“Brokenness”and“Establishment”of the Curriculum Knowledge Teaching

作　　者：李栋 田良臣 

机构地区：[1]江南大学田家炳教育科学学院,江苏无锡214122

出　　处：《教育理论与实践》2015年第3期60-64,共5页Theory and Practice of Education

基　　金：江苏省2014年度普通高校研究生科研创新计划项目<去蔽与还原:小学数学阅读研究>(项目批准编号:KYZZ0310)的阶段性研究成果

摘　　要：基于知识与智慧的关系演化过程及其在课堂教学中的转化机制,可以看出课程知识教学中知识与智慧的"联姻"状况,这也使得"转识成智"成为当代教育的一种价值取向。在当下课堂中存在着课程知识教学被遮蔽的现象,主要表现在三个方面,即"离身知识":课程知识教学的"主体架空"与"情境无涉";"工具理性":课程知识教学的"事实中立"与"教化拜物";"意义迷失":课程知识教学的"对话屏蔽"与"智慧窄化"。课程知识教学的解蔽过程,即"破"遮蔽而"立"本原的过程,主要表现在三个方面,即"具身体悟":课程知识教学的"主体在场"与"情境嵌入";"视域融合":课程知识教学的"价值负载"与"教育学化";"意义回归":课程知识教学的"对话敞开"与"智慧生成"。最终,在"转识成智"的过程中达到一种"圆融"的智慧境界。Based on the evolution of the relationship between knowledge and wisdom, and their transformation mechanism in the classroom teaching, you can see the ＂marriage＂status of knowledge and wisdom in the teaching of curriculum knowledge, which also makes＂turning knowledge into wisdom＂become a kind of value orientation of contemporary education. In the current classrooms, the teaching of curriculum knowledge is obscured mainly in three aspects, namely＂away from body knowledge＂：＂subject overhead＂and＂situation missing＂;＂instrumental rationality＂：＂factual neutrality＂and＂enlightenment fetishism＂; and ＂meaning lost＇： ＂dialogue shielded＂and ＂wisdom narrowed＂. However, the uncovering process of curriculum knowledge teaching, i.e. the process of ＂breaking＂the shadow and ＂establishing＂the essence, is mainly demonstrated in such three aspects, namely,＂embodied perception＂：＂subject presence＂and＂situational embedding＂;＂fusion of horizons＂：＂value loaded＂and＂teaching educated＂; and＂meaning return＂：＂dialogue opened＂and＂wisdom generated＂. Eventually, it aims to achieve a ＂harmonious＂wisdom realm in the process of ＂turning knowledge into wisdom＂.

关 键 词：“转识成智” 课程知识 教学过程 知识 智慧 

分 类 号：G420[文化科学—课程与教学论]