技术的默会知识及其实践培育  

The Tacit Dimension of Technology Knowledge and its Pragmatic Knowing

作　　者：徐金雷[1] XU Jinlei(Development Planning Office,Nanjing Normal University,Nanjing 210097,China)

机构地区：[1]南京师范大学教育科学学院,南京210097

出　　处：《华东师范大学学报（教育科学版）》2018年第6期19-28,154,共11页Journal of East China Normal University:Educational Sciences

基　　金：江苏省社会科学基金一般项目"默会知识观视角下中小学技术学科核心素养培养策略研究"(18JWB008);江苏高校优势学科建设工程项目(PAPD)

摘　　要：默会知识观丰富了实践导向的厚实认识论的思想源泉,揭示出技术认知中默会维度的重要性,促进了对技术认知过程中默会知识的本质及其形态的更深刻理解。从默会知识观的视角发掘技术知识的特点,分析技术默会知识的具身性、亲知和动态觉知等认知特征,可为技术默会认知及其实践培育提供思路与策略:"情境+实践"是技术默会认知的应然场域,"感觉+经验"是技术默会认知的亲知途径,"实例+整体性"是技术默会认知的模式识别,"示范+练习"是技术默会认知的优先策略。This paper explores the knowledge essence of technology from the perspective of thick epistemology and analyzes the importance of revealing the technology knowledge characteristics from the tacit dimension.Perspective of tacit epistemology,together with the characteristics of technology knowledge itself,can provide strategies and methods for the tacit knowing of technology and its pragmatic knowing through the analysis of the technology tacit knowledge’s cognitive characteristics of embodiment,knowledge by acquaintance and dynamic awareness.Situation and practice are the right settings for the tacit knowing of technology.Sensory and experience are the awareness path for the tacit knowing of technology.Examples and integrity are the pattern recognition for the tacit knowing of technology.Demonstration and exercise are the prior strategy for the tacit knowing of technology.

关 键 词：技术知识 技术默会知识 技术认识论 认知特性 实践培育 

分 类 号：G40-05[文化科学—教育学原理]