媒介变迁下知识学习的认识论反思  

Epistemological Reflection on Knowledge Learning from the Perspective of Learning Media Changes

作　　者：陈颖 王澍 Chen Ying;Wang Shu(the Faculty of Education,NortheastNormal University,Changchun 130024;the Faculty of Edu-cation,Northeast Normal University,Changchun 130024)

机构地区：[1]东北师范大学教育学部,长春130024

出　　处：《中国远程教育》2025年第2期108-122,共15页Chinese Journal of Distance Education

基　　金：全国教育科学规划2022年度国家一般项目“教育认识论的话语演进与立场选择研究”(项目编号:BAA220164)。

摘　　要：媒介更迭影响着时代变革,时代背景制约着学习的范式及其认识论基础。口语化时代,在以关系为中心的知识学习中,学生获得的是对知识的具体感性认识,占据着意义生成的认识论立场,但意义生成过程对情境的依赖性使学习活动沉浸于具象化的呈现,无法抽象至概括化理论的高度。文字的抽象化特点缓解了上述危机,知识变成了学习的中心,知识学习成为抽象理性认识下的思维实践,占据着现象表征的认识论立场,但将学习活动框定在思维意识领域使身体被排除出学习活动,知识学习陷入“无感理知”的困境。图像对视觉经验的凸显弥补了文字的缺陷,学生在成为中心的同时也完成了对知识的具体理性认识,占据着本质直观的认识论立场,但对学生主体性的过分张扬却使思维变为旁观者,学习难以返还至世界本身。基于此,知识学习需走向参与,从行动再现认识论出发,将学生与知识间的交互作为学习的中心:以学生主动地向知识敞开打破思维的旁观,以学生对知识的内在理解克服身体的旁观,以具象到抽象的跨越化解对情境的依赖。The change of media affects the change of times, and the background of the times restricts the paradigm of learning and its epistemological basis.In the oral language era, in the relationship-centered knowledge learning, students acquire a specific perceptual understanding of knowledge and occupy an epistemological position of meaning generation. However, the dependence of the meaning generation process on the context makes the learning activities immersed in concrete presentation and cannot be abstracted to the height of generalization theory. The abstract character of text alleviates the above crisis. Knowledge becomes the center of learning, and knowledge learning becomes a thinking practice under abstract rational cognition, occupying the epistemological position of phenomenon representation, but the learning activity is framed in the field of thinking consciousness, and the body is excluded from the learning activity, and knowledge learning falls into the dilemma of “irrational knowledge”. The prominence of images on visual experience makes up for the defects of words. While students become the center, they also complete the concrete rational understanding of knowledge and occupy the essential and intuitive epistemological position. However, the excessive promotion of students' subjectivity makes thinking become onlookers and learning is difficult to return to the real world itself. Based on this, knowledge learning needs to move towards participation, starting from an epistemology of action reproduction that places the interaction between students and knowledge at the centre of learning: breaking the spectatorship of the mind with students' active openness to knowledge, overcoming the spectatorship of the body with students' intrinsic understanding of knowledge, and dissolving the dependence of the context with the leap from the concrete to the abstract.

关 键 词：媒介 知识学习 认识论 

分 类 号：G442[哲学宗教—心理学]