连接赫尔巴特和杜威:本纳普通科学教学论的考察  

Connecting Herbart and Dewey:On Benner's Allgemeine Wissenschaftsdidaktik

作　　者：彭正梅[1] 苏娇 PENG Zhengmei;SU Jiao(Institute of International and Comparative Education,East China Normal University,Shanghai 200062,China;School of International Chinese Studies,East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学国际与比较教育研究所,上海200062 [2]华东师范大学国际汉语文化学院,上海200062

出　　处：《外国教育研究》2024年第6期3-18,共16页Studies in Foreign Education

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“教育学如何回应文化自信:德国当代教育学原理研究”(课题批准号:BAA220168)。

摘　　要：如何连接并超越赫尔巴特教育性教学的知识传统和杜威教育性经验的问题探究传统,来重塑德国普通教学论,本纳在其最新的科学教学论中予以了回应。多元的知识形式之间具有一种非等级性的关系,这些多元的知识形式都有其自身独特且关键的方法论;方法处于主体—方法—客体的核心位置;教学过程必须涉及提问、指示、回答三个元素;教学过程通过教育行动敦促学生产生教化行动,并迈向方法能力的掌握和运用(即达到自我活动),也就是说,教学涉及三种因果性:教育因果性、教化因果性和方法因果性;把方法因果性作为教育实践的终点,从而把高阶能力培养内化到教育学理论本身。本纳的科学教学论及其经典性的普通教育学原创性地提出了知识形式的非等级性和分化的实践领域的非等级性,从而捍卫了教育和教学的自身逻辑。In his latest Allgemeine Wissenschaftsdidaktik,Dietrich Benner tries to connect and transcend the knowledge tradition of Herbart's educative instruction and the problem-inquiry tradition of Dewey's educative experience,and to remodel the German general didactics.There is a non-hierarchical relationship between multiple forms of knowledge.These multiple forms of knowledge have their own unique key methodology.Methodology is at the core of the subject-methodology-object.The teaching process must involve the three elements:questioning-showing-answering.Teaching is a process in which students are initiated through education to Bildung,and to move towards the mastery and use of methodological competences(i.e.to achieve self-activity),that is to say,teaching involves three arts of causality:edukative Kausalität,bildende Kausalität,methodische Kausalität.Benner takes methodische Kausalität as the end point of educational practice,so as to internalize the cultivation of higher-order skills into the educational theory itself.Benner's Wissenschaftsdidaktik and his classic general pedagogics originally propose the non-hierarchy of forms of knowledge and the non-hierarchy of differentiated fields of practice,thus defending the own logic of education and teaching.

关 键 词：知识形式 非等级性 三种因果性 科学教学论 普通教学论 

分 类 号：G40[文化科学—教育学原理]