知识的构成性特征及其教学意蕴  

Constitutive Nature of Knowledge and Its Pedagogical Implications

作　　者：许芳杰 Xu Fangjie(Capital Normal University)

机构地区：[1]首都师范大学教师教育学院 [2]北京师范大学

出　　处：《当代教育科学》2023年第4期46-53,共8页Contemporary Education Sciences

基　　金：首都师范大学2023年卓越拔尖人才培养改革研究项目“国家创新驱动战略下拔尖创新型教师的关键品质、关键支持和职前培养机制研究”(项目编号:2023BJRC004)的研究成果之一。

摘　　要：当前基础教育的课堂中仍然存在知识教学概念化的现象。究其根源,主要是由于对知识原初意义以及生成过程的忽视与遗忘。基于发生现象学的视角,知识的构成性特征为理解知识教学提供了一种可能。知识的构成性特征指的是在知识教学中,以知识的原初意义和生成意义共同来驱动教学。也就是说,回到知识未被归纳出来的原初状态,对知识的产生状态进行追本溯源,以一种自身发生与展开的求知方式重新发现知识的价值。因此,在知识教学中,要探寻知识产生的起源,以知识据以产生的原初意义唤起学生学习;依循知识生成过程的运动形态,设计知识教学的逻辑顺序;还原知识构成的直观状态,呈现知识教学的质感。In the classroom of basic education,there are still problems of surface learning of knowledge,conceptual understanding and mechanical training.The root cause is the neglect and forgetting of the original meaning of knowledge and the process of its own occurrence in knowledge teaching.Based on the phenomenological pedagogy,we cannot simply criticize the knowledge and the teaching of knowledge,but we should focus on the constitutive characteristics of knowledge,suspend the conceptual shell of knowledge,and return to the original state.An intuitive teaching method that occurs and unfolds itself,rediscovers the value of knowledge and the method of knowledge teaching.Specifically,teachers should pay attention to the philosophical exploration of the process of knowledge generation,the theoretical design of knowledge teaching logic,and the professional pursuit of knowledge teaching gain.The composition of knowledge and its teaching implication have become a possible path to explore the transformation of core literacy classroom teaching.

关 键 词：知识教学 构成性特征 原初意义 生成意义 发生现象学 

分 类 号：G632.0[文化科学—教育学]