学校教学中知识误解的特性及其应用探析  

An Analysis of Characteristics and Application of Misunderstanding of Knowledge in School Teaching

作　　者：王惠敏[1] 张立昌[1] WANG Hui-min, ZHANG Li-chang(School of Education, Shaanxi Normal Universit)

机构地区：[1]陕西师范大学教育学院,陕西西安710062

出　　处：《教育理论与实践》2018年第10期47-51,共5页Theory and Practice of Education

基　　金：教育部人文社科研究项目"基于核心知识脑图的高效课堂结构研究"(项目编号:13XJA880007)的阶段性研究成果

摘　　要：每个人都有独特的语言体系,以已知语言解释未知内容难免出现偏颇,故有语言就会有误解,以师生对话为主要方式的学校教学中必然存在知识误解。知识误解具有现实性,学校教学中存在学生的知识误解现象,知识误解有神经心理学的生理机制;知识误解具有模糊性,知识误解的遮蔽状态令人难以觉察和表达;知识误解具有渐变性,从形成知识误解到转化为知识理解是一个无限延伸的渐变过程;知识误解具有原子性,师生在反复的语言交互碰撞中使知识误解的原子逐渐显露并归位,实现知识误解的转化。知识误解是学校教学中的普遍现象,应该被广大教师善意接纳并发挥其提升教学质量的作用。Everyone has a unique language system. There is always an unavoidable unknown content in a known language , so misunderstanding exists where there is a language bias in interpreting the and there is bound to be some misunderstanding in the school teaching where dialogue between teachers and students is the main method. Misunderstanding of knowledge is realistic, so there exists the phenomenon of students＇ misunderstanding of knowledge in school teaching with the psychological mechanism of neuropsychology. Misunderstanding of knowledge is vague, so its state of being obscured is hard to be detected and expressed. Misunderstanding of knowledge is gradual, so it is an infinitely extending process of gradual change from the formation of knowledge misunderstanding to the understanding of knowledge. Misunderstanding of knowledge is atomic, so teachers and students gradually reveal and restore the atom of knowledge misunderstanding in their constant misunderstanding. Misunderstanding of knowledge accepted by teachers and play its role in improving language collisions, thus realizing the conversion of knowledge is a common phenomenon in school teaching, so it should be widely the teaching quality.

关 键 词：学校教学 知识误解 现实性 模糊性 渐变性 原子性 应用性 

分 类 号：G420[文化科学—课程与教学论]