认知科学与未来教育变革  

Cognitive Science and Future Educational Reform

作　　者：蔡曙山[1] Cai Shushan

机构地区：[1]清华大学认知科学与技术研究中心

出　　处：《学术前沿》2024年第17期5-23,共19页Frontiers

摘　　要：中国认知科学的三个发展阶段是科学研究、学科建设和人才培养,而认知科学时代的人才培养要通过教育变革来实现,为此要重新认识和定义教育。未来教育应坚持知识和能力并重,更加重视心智和认知能力的培养。通过建立人类认知五层级与教育发展各阶段的对应关系,可以重新制定教育发展各阶段的教学计划和人才培养方案,提高学生和受教育者各个层级的心智和认知能力,这是教育的根本任务,也是未来教育的发展方向。在认知-教育的视域下,应围绕“6+1”的学科框架,聚焦综合认知能力的提升,深化高校育人模式改革,培养21世纪的“大师”和“杰出人才”。此即认知科学时代对 “钱学森之问”的回答。The three development stages of cognitive science in China are scientific research,discipline construction and personnel training,and personnel training in the era of cognitive science should be realized through educational reform,so education should be re-recognized and defined.Future education should attach equal importance to knowledge and ability,and pay more attention to the cultivation of mental and cognitive ability.By establishing the corresponding relationship between the five levels of human cognition and the stages of education development,teaching plans and personnel training programs can be re-formulated at each stage of education development,and the mental and cognitive abilities of students and educatees at each level can be improved,which is the fundamental task of education and the development direction of education in the future.From the perspective of cognitive-education,we should focus on the"6+1"discipline framework,focus on the improvement of comprehensive cognitive ability,deepen the reform of college education mode,and cultivate"masters"and"outstanding talents"in the 21st century.This is the answer to"Qian Xuesen's question"in the era of cognitive science.

关 键 词：知识 能力 认知科学 未来教育 心智 

分 类 号：B842[哲学宗教—基础心理学] TB18[哲学宗教—心理学]