回归强有力的知识传统——社会实在论对建构主义的扬弃  

Return to a strong intellectual tradition:the sublation of constructivism by social realism

作　　者：张海燕[1] 金岳祥[1] ZHANG Hai-yan;JIN Yue-xiang(Jing Hengyi School of Education,Hangzhou Normal University,Hangzhou,Zhejiang 311121,China)

机构地区：[1]杭州师范大学经亨颐教育学院,浙江杭州311121

出　　处：《教学研究》2024年第2期33-39,共7页Research in Teaching

基　　金：国家社会科学基金“十四五”规划2022年度教育学一般课题(BIA220071)。

摘　　要：建构主义知识观重视学生在知识学习过程中的主动建构,积极肯定先前经验对学习的促进作用,提倡不同知识受益群体的地位是平等的,教师是学生学习活动的协调者。但过度强调建构主义易抹杀知识内在价值,将知识化约为群体利益博弈的结果,混淆个体经验知识与学校知识的差别,陷入一种相对主义,进而导致知识的随意性。社会实在论批判、超越、改进了社会建构主义的弊端,肯定了知识生产的社会性及“浮现”于情境、群体利益的客观性,从而提出了“强有力的知识”,这种观点肯定了学科知识在学校知识中的地位。社会实在论视角下的学校教学以知识的客观性为课堂知识准则,并将客观的知识服务于实在的社会。Constructivist view of knowledge attaches great importance to students′active construction in the process of knowledge learning,affirms the role of prior experience in promoting learning.It advocates that the status of different knowledge beneficiary groups are equal,and that teachers are the coordinators of students′learning activities.But overemphasizing constructivism tends to deny the intrinsic value of knowledge,confuses the differences between empirical knowledge and school knowledge,falls into a kind of relativism,and eventually leads to the randomness of knowledge.Social realism criticizes,transcends,and improves the shortcomings of social constructivism,affirming the sociality of knowledge production and the objectivity of"emerging"specific situations and certain groups′benefits,which leads to a"powerful knowledge".The"powerful knowledge"affirms the significance of subject knowledge in school knowledge.The school teaching from the perspective of social realism takes the objectivity of knowledge as the criterion of classroom knowledge,and applies the objective knowledge to the real society.

关 键 词：建构主义 社会实在 知识 

分 类 号：G64[文化科学—高等教育学]