“素养”内涵的知识论界说  

The Epistemological Interpretation on the Concept of “Competence”

作　　者：仲建维[1] 王燕红 ZHONG Jianwei;WANG Yanhong(Institute of Teacher Education,Ningbo University,Ningbo,Zhejiang 315211;Zoucheng Experimental High School,Zoucheng,Shandong 273500)

机构地区：[1]宁波大学教师教育学院,浙江宁波315211 [2]邹城实验中学,山东邹城273500

出　　处：《泰山学院学报》2019年第3期7-13,共7页Journal of Taishan University

基　　金：2012年度全国教育规划教育部青年立项课题“‘社区服务与社会实践’的课程实施效果研究:兼与美国‘服务学习’的比较”(EHA120372)的阶段性研究成果

摘　　要：对“素养”内涵的界定是有关“核心素养(key competence)”的讨论中最基础的部分。欧盟把知识分类的视角与对素养内涵的讨论联系了起来,它提到了三种知识分类观,这些知识分类的源头是哲学上赖尔的knowing that和knowing how之分以及波兰尼的明确知识和默会知识的区分。在讨论这些哲学知识分类的基础上,扩展解释了素养与知识的关系、素养与能力的关系。基于对素养的这种知识论界说,可以论断,以培养核心素养为指向的教育改革的中心主题是破除学校教育中存在的理论知识和实践知识的区隔现象并重建它们之间的有机统一关系。The definition of“competence”is the most fundamental part of the discussions on“key competence”. EU related the discussion on the connotation of competence with the view of knowledge classifications. It raises three kinds of knowledge classification. The sources of these knowledge classifications are the philosophical distinc. tion between Ryel’s knowing that and knowing how, and the clear distinction between Polanyi’explicit knowledge and tacit knowledge. Based on discussing the classification of this philosophical knowledge, we further explain the re . lation between competence and knowledge and the one between competence and ability. Based on this definition of literacy, we conclude that the central theme of the education reform aims at cultivating core literacy is to break down the barriers between theoretical knowledge and practical knowledge in school education and to rebuild the or. ganic unity between them.

关 键 词：素养 知识 能力 知识分类 KNOWING HOW 默会知识 

分 类 号：G420[文化科学—课程与教学论]