论教师的知识理解与教学转向——基于建构主义和社会实在论视野  

Teachers'Knowledge Understanding and Teaching Turn——Based on Constructivism and Social Realism

作　　者：马晓华 Ma Xiao-hua(School of Education,Central China Normal University,Wuhan 430079,China)

机构地区：[1]华中师范大学教育学院,武汉430079

出　　处：《教师教育论坛》2022年第7期39-43,共5页Teacher Education Forum

基　　金：中央高校基本科研业务费创新资助项目“感受性学习及其教学表达”(项目标号:2022CXZZ059).

摘　　要：受哲学认识论的影响,传统知识观强调知识的客观性,导致了教师知识教学的“符号化”“产品化”。建构主义理论的兴起,冲击了传统的课堂教学,其知识观对知识的主观性、建构性等特点的揭示,实现了对客观主义知识观的超越,引导了教师对知识和知识教学的深层理解,促进了教师知识观的转变。但同时,建构主义对知识客观性的全面否定带来了一种相对主义的危机,对教师的教学实践产生了消极影响。实质上,知识的客观性与不确定性之间存在着巨大的张力,教师要关注这种张力,探寻知识建构的意义限度。知识教学的有效展开建立在尊重知识的客观实在性基础之上,而学生的经验建构则是知识意义达成的根本归宿。教师要实现知识观的重塑,理解知识的本质,实现教学的丰富价值;进行课程知识整合,实现关联性教学。Under the influence of philosophical epistemology,the traditional knowledge view emphasizes the objectivity of knowledge,which leads to the“symbolization”and“productization”of teachers'knowledge teaching.The rise of Constructivism theory has impacted the traditional classroom teaching.Its knowledge view reveals the characteristics of subjectivity and Constructivism of knowledge,realizes the transcendence of objectivism knowledge view,guides teachers to have a deep understanding of knowledge and knowledge teaching,and promotes the transformation of teachers'knowledge view.But at the same time,the comprehensive negation of the objectivity of knowledge by Constructivism brings a crisis of relativism,which has a negative impact on teachers'teaching practice.In essence,there is a huge tension between the objectivity and uncertainty of knowledge.Teachers should pay attention to this tension and explore the meaning limit of knowledge construction.The effective development of knowledge teaching is based on the respect for the objective reality of knowledge,and the construction of students'experience is the ultimate result of the realization of knowledge meaning.Teachers should realize the reconstruction of knowledge view,understand the essence of knowledge,and realize the rich value of teaching.To integrate curriculum knowledge and realize relevant teaching.

关 键 词：教师知识观重塑 建构主义 知识的社会实在性 知识教学 

分 类 号：G40[文化科学—教育学原理]