知识的哲理性理解及其教学表达  

The Philosophical Understanding of Knowledge and Its Teaching Expression

作　　者：罗祖兵[1] 赵丹[1] LUO Zubing;ZHAO Dan(School of Education,Central China Normal University,Wuhan 430079)

机构地区：[1]华中师范大学教育学院,武汉430079

出　　处：《教育研究与实验》2024年第4期56-66,共11页Educational Research and Experiment

基　　金：国家社会科学基金2022年度后期资助一般项目“超越‘知识':指向核心素养的教学研究”(22FJKB016)的研究成果。

摘　　要：学科知识揭示的是某一学科领域中的特殊规律,但它们大多蕴含或反映着事物的普遍规律与人生道理。知识的哲理性理解即人们透过知识的符号表征、逻辑形式对知识背后的哲学道理进行分析、领会、解读的认知过程。海德格尔与伽达默尔所倡导的存在论哲学解释学为知识的哲理性理解提供了丰厚的理论基础。引导学生对知识进行哲理性理解既有助于促成知识的意义增值,拓展知识的学习深度,又能够丰富知识的表征形式,增强知识的学习效果。为充分发挥其教育价值,教师应采用如下教学策略:着眼学生心灵成长,自觉追求“识智兼得”;统筹精选课本知识,灵活提炼哲理元素;基于学生审美心理,浪漫表达“知”中之“道”;营造“学知论道”氛围,启发学生自主建构。Disciplinary knowledge reveals special laws in a certain disciplinary field,but they all contain or reflect the universal laws and life principles of things,namely philosophy.The philosophical understanding of knowledge refers to the cognitive process in which people analyze,comprehend,and interpret the philosophical principles behind knowledge through the symbolic representation and logical form of knowledge.The ontological philosophical hermeneutics advocated by Heidegger and Gadamer provides a rich theoretical foundation for the philosophical understanding of knowledge.Guiding students to have a philosophical understanding of knowledge not only helps to increase the meaning of knowledge,and expand the depth of knowledge learning,but also enriches the representation form of knowledge and improves the efficiency of knowledge learning.To fully realize its educational value,teachers should adopt the following teaching strategies:focusing on the spiritual growth of students,consciously pursuing"both knowledge and wisdom";coordinating and selecting textbook knowledge,flexibly extracting philosophical elements;based on students'aesthetic psychology,romantically express the"knowledge"in""Tao";create a good atmosphere of"learning knowledge and discussing the Tao",and inspire students to construct independently.

关 键 词：知识教学 哲理性理解 哲学想象 哲学解释学 核心素养 

分 类 号：G420[文化科学—课程与教学论]