课堂教学的知识立场辨析  

Discrimination of the Knowledge Position in Classroom Teaching

作　　者：魏同玉 叶琳[2] WEI Tongyu;YE Lin(Jiangsu Normal University,Xuzhou Jiangsu 221116;Shenyang Medical College,Shenyang Liaoning 110034)

机构地区：[1]江苏师范大学,江苏徐州221116 [2]沈阳医学院,辽宁沈阳110034

出　　处：《现代教育管理》2023年第8期58-66,共9页Modern Education Management

基　　金：江苏高校哲学社会科学研究重大项目“江苏省中小学教师知识观的代际差异与时代转化研究”(2022SJZD039);江苏师范大学教育教学项目“乡村师范生实习中知识观冲突与应对的调查研究”。

摘　　要：先验主义认识论的知识立场、管理主义的知识立场和实用主义的知识立场对认识和解决课堂教学场域中的知识问题具有局限性,不能作为其主导立场。从知识对学生发展的意义视角看知识与人的关系,以知识为媒介的课堂教学需要秉持厚实的知识观,以此培育走向自立、自觉和自新的“真人”,由此,课堂教学中知识的育人立场才能得以明确。与此同时,还需要处理好知识育人的难为与应为、知识的育人立场与其他立场的关系以及知识育人立场的变与不变问题。The knowledge position of transcendental epistemology,the knowledge position of managerialism and the knowledge position of pragmatism have limitations in understanding and solving the knowledge problems in the field of classroom teaching,and can not be regarded as its leading position.Considering the relationship between knowledge and people from the perspective of the significance of knowledge to students' development,classroom teaching with knowledge as the media needs to adhere to a massive view of knowledge,so as to cultivate a self-reliant,self-conscious and new "real people".Therefore,the educational position of knowledge in classroom teaching is clear.At the same time,it is also necessary to deal with the relationship between the difficuties and the responsibilities of knowledge education,between the educational position of knowledge and other positions,and the change and invariance of educational position of knowledge.

关 键 词：课堂教学 知识立场 厚实的知识观 育人立场 真人 

分 类 号：G424.21[文化科学—课程与教学论]