论柯林斯的意会知识观及其对基础教育的启示  

On Collins’Concept of Tacit Knowledge and Its Enlightenment to Basic Education

作　　者：沈冬香 邱玉娥 邱德胜[3] SHEN Dongxiang;QIU Yu’e;QIU Desheng(School of Marxism,Chongqing Open University,Chongqing,401520;Wuhan No.16 Middle School,Wuhan Hubei,430014;Department of Philosophy,Southwest University,Chongqing,400715)

机构地区：[1]重庆开放大学马克思主义学院,重庆401520 [2]湖北省武汉市第十六中学,湖北武汉430014 [3]西南大学哲学系,重庆400715

出　　处：《现代基础教育研究》2022年第2期130-136,共7页Research on Modern Basic Education

基　　金：重庆社科基金博士项目“哈里·柯林斯科学论第三波思想研究”(项目编号:2021BS017);国家社科基金项目“开创科技决策的专家时代:科学论第三波的理论与实证研究”(项目编号:17XZX008)的阶段性研究成果。

摘　　要：基于不同的获取方式,知识可分为言传知识和意会知识。就我国当前的基础教育而言,学生对言传知识的学习收效明显,对意会知识的学习则相对不足,一定程度上影响了人才培养的质量。通过对柯林斯意会知识的内涵与研究进路、意会知识的两种模式以及获取与传递方式的深入探讨,指出在基础教育阶段应加强师生互动、注重亲身参与、沉浸群体文化,为学生获取关系型、身体型以及集体型等意会知识提供可行方案,进而不断提高教与学的质量。Based on different acquisition methods,knowledge can be divided into explicit knowledge and tacit knowledge.As far as current basic education in China is concerned,students learn explicit knowledge more effectively than tacit knowledge,which is relatively insufficient,and which affects the quality of talent training to a certain extent.Through the in-depth discussion on the connotation and research approach of Collins’s tacit knowledge,the two modes of tacit knowledge and its means of acquisition and transmission,this paper has pointed out that in the stage of basic education,teachers and students should strengthen interaction,pay attention to personal participation,and immerse in group culture,so as to provide feasible schemes for students to obtain relational,physical and collective tacit knowledge so as to constantly improve the quality of teaching and learning.

关 键 词：柯林斯 言传知识 意会知识 基础教育 

分 类 号：G630[文化科学—教育学]