教学认识论关于“知识价值与建构路径”观点的合理性  

On Rationality of“Knowledge Value and Construction Path”of Teaching Epistemology

作　　者：李晓蕾[1] LI Xiao-lei(Teaching Research Center for Basic Education, Beijing Academy of Educational Sciences, Beijing 100191, China)

机构地区：[1]北京教育科学研究院基础教育教学研究中心,北京100191

出　　处：《四川师范大学学报（社会科学版）》2017年第1期84-90,共7页Journal of Sichuan Normal University(Social Sciences Edition)

摘　　要：对于发展学生核心素养这一时代要求,知识学习仍然有其重要的积极作用。特别是对思维能力的培养,必须依靠对于复杂知识结构的清晰把握。知识的符号化本质决定了:惟有促使学生掌握抽象思维的能力,才能够令学生达致对知识的深刻领悟及建立系统的知识结构。而教师的言语讲授,正是引导学生思维脱离具体依赖、走向主动抽象的关键因素,并能够简化知识的抽象层级,减轻学生认知负担。同时,在学生安静聆听的表象背后,其实隐藏着十分积极、主动的思维过程。Knowledge learning is still an important positive role in developing students＇ core literacy. The cultivation of thinking ability relies on a clear grasp of the structure of knowledge. The symbolic nature of knowledge determines that only by the abstract thinking ability can the students deeply understand the knowledge and establish systematic knowledge structures. The teachers＇ lecturing is not only the key factor to develop students＇ abstract thinking ability, but also can simplify the knowledge abstraction level, which will reduce the students＇ cognitive burden. Meawhile, it hides a very positive and active thinking process underlying the phenomenon of the students＇ quiet listening.

关 键 词：教学认识论 知识学习 言语讲授 核心素养 

分 类 号：G420[文化科学—课程与教学论]