学生批判性思维进阶的实践逻辑——基于默会知识论的视角  

The Practical Logic of the Student's Advanced Critical Thinking from the Perspective of Tacit Knowledge Theory

作　　者：李永婷 Li Yongting(Linyi University)

机构地区：[1]临沂大学教育学院

出　　处：《当代教育科学》2020年第9期24-29,共6页Contemporary Education Sciences

基　　金：教育部人文社会科学2019年度青年基金“动态知识观视野下学科教学认知(PCKg)的统整研究:机制创新与路径实现”(项目编号:19YJC880047);“基于单元知识结构的整体教学设计模式研究”(项目编号:19LUBK03)的研究成果之一。

摘　　要：传统的表征主义知识观对前台性知识(知识本身)的倾注,导致后台性知识(知识占有)的价值很大程度上被忽视,进而制约学习理论的高阶认知。后台性知识中现象的、概念的、方法的与价值的四种形态的知识内在地耦合了批判性思维的结构性特征,因此,从后台性知识的高阶目标可以观照"强"的意义上批判性思维能力的培养。为打破传统认识论中理智主义传奇的教条,探讨知识由"前台"走向"后台"的可能进路,或可提供批判性思维进阶的实现路径。The traditional representationalism knowledge view of pouring of front-end knowledge(knowledge itself)igored the value of back-end knowledge(knowledge possession)to be largely ignored and restricted the higher-order cognition of learning theory.The backend knowledge including phenomena,concepts,methods and value inherently coupled the structural characteristics of critical thinking.Therefore,the high-level goal of the backend knowledge can be viewed in the sense of“strong”cultivation of critical thinking skills.In order to break the dogma of the intellectualism legend in traditional epistemology,we should explore the possible way of knowledge from the"front"to the“backstage”or may provide a way to achieve advanced critical thinking.

关 键 词：批判性思维 默会知识 后台性知识 路径 

分 类 号：G420[文化科学—课程与教学论]