教学认识中介论  

On Mediation Epistemology of Teaching

作　　者：张俊列[1] Zhang Junlie

机构地区：[1]陕西师范大学教育学院,陕西西安710062

出　　处：《复印报刊资料（教育学）》2022年第1期90-97,共8页

基　　金：国家社会科学基金教育学一般课题“立美与成美:课程美学实践应用机制研究”(BAA190232)。

摘　　要：教学认识中介论是从中介认识论的角度来研究教学认识的属性,在真实情境下探讨教学认识活动发生的过程及其机制。教学认识中介论揭示:性质上,教学认识的根本特性是中介性,是一种“三体”结构,是沟通科学认识与生活认识的中介性认识,是“教一学”的交互性认识;内容上,学校课程知识具有双重性,是客观性与建构性的统一;过程上,教学认识活动发生的现实机制是课程知识的情境化与去情境化的不断反转过程,教学情境是教学认识活动发生的现实中介,教学情境的展开水平决定了教学认识活动发生的水平,圆满的教学认识活动经历了化知识为情境、由情境生情感、共情感而成识、转知识为智慧。教学认识中介论的价值和意义在于可以更好地综合不同理论观点,消除理论上的二元对立与实践上的“钟摆现象”,同时,也为教学认识论的未来发展指明方向。Mediation epistemology of teaching studies the attributes of teaching from the perspective of mediation epistemology and discusses the process and mechanism of teaching activities in real situations.What mediation epistemology of teaching reveals are as follows:In terms of the nature,the fundamental feature of teaching is its mediation attribute,which is a threefold structure that connects the scientific cognition and life cognition,and it is also the interactive cognition between teaching and learning;In terms of the contents,the school curriculum knowledge involves the dual nature of unity of objectiveness and constructiveness;In terms of the process,the realistic mechanism of teaching activities is a constant reversal process of the contextualization and decontextualization of curriculum knowledge.As the mediator of teaching activity,the teaching situation determines the extent to which teaching activity achieve success.In general,the satisfactory teaching activity goes through such process as the curriculum being translated to teaching situations,then both teachers and students generating emotions from the teaching situations,after that their emotions being converted into knowledge and eventually their knowledges being turned into wisdom.The values and significances of mediation epistemology of teaching are to synthesize the different theoretical perspectives,to eliminate the binary oppositions of theories and the"pendulum phenomenon"in practice,and at the same time to offer the future development directions of teaching epistemology.

关 键 词：教学认识论 中介认识论 课程知识 教学情境 

分 类 号：G420[文化科学—课程与教学论]