理性主义、建构主义与教师教学专长研究——基于批评的语境经验主义的探讨  

Rationalism, Constructivism and Teachers’ Teaching Expertise--Discussion on Critical Contextual Empiricism

作　　者：吴朝宁 楚江亭[1] Wu Zhaoning;Chu Jiangting

机构地区：[1]北京师范大学,北京100875

出　　处：《国家教育行政学院学报》2020年第8期34-41,共8页Journal of National Academy of Education Administration

基　　金：2019年度教育部哲学社会科学研究重大课题攻关项目“构建德智体美劳全面培养的教育体系研究”(19JZD046)。

摘　　要：现阶段教学专长研究存在理性-建构两种认识论分庭抗礼的局面,衍生出了理性主义和建构主义两种不同的研究进路,即认为教学专长或是理性认知的结果或是社会建构的成就。这两种对立的过程人为阻隔、对立了教学专长的逻辑空间和社会空间,使得研究结论片面,客观性受到挑战。科学哲学家朗基诺提出的批评的语境经验主义,在重新梳理知识内涵的基础上将理性维度和社会性维度纳入统一的理论框架之中,用社会化认知替代了理性-建构二分认知,弥合了理性主义与建构主义之间的对立,可为教师教学专长研究的深化与拓展所借鉴。At present,there are two kinds of epistemology,rational and constructive,which lead to two different approaches:Rationalism and constructivism.Teaching expertise is either the result of rational cognition or the achievement of social construction,these two opposing processes artificially oppose the logical space and social space of teaching expertise,which makes the research conclusion one-sided and the objectivity challenged.The critical contextual empiricism put forward by Helen E.Longino,a philosopher of science,puts the rational dimension and social dimension into a unified theoretical framework on the basis of reorganizing the connotation of knowledge.It replaces the dichotomy of rationality and construction with socialized cognition,bridging the opposition between rationalism and constructivism,which can be used for reference for deepening and expanding the research on Teachers’teaching expertise.

关 键 词：批评的语境经验主义 理性-建构二分 社会化认知 主体间性 语境 

分 类 号：G625[文化科学—教育学]