“胡塞尔-皮亚杰”发生学视角中的教育目标模型分析与建造  

Analysis and Construction of Educational Goal Models from the"Husserl-Piaget"Genetic Perspective

作　　者：国艺璇 朱彩兰[1] 李艺 GUO Yixuan;ZHU Cailan;LI Yi(School of Education Science,Nanjing Normal University,Nanjing Jiangsu 210097)

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《电化教育研究》2025年第4期13-18,32,共7页E-education Research

基　　金：2024年江苏省教育科学“十四五”规划重点课题“发生学视角下信息技术(科技)大概念教学研究”(课题编号:B-b/2024/01/154)。

摘　　要：教育目标模型作为教育活动的核心导向,须具备明晰的内在逻辑体系与坚实的理论基础。认识发生思想为审视和重构教育目标模型提供了新视角。以“胡塞尔-皮亚杰”认识发生思想为依据,基于发生学视角,从对象、过程与结构维度对加涅、布卢姆及新课改三维目标等典型教育目标模型进行审视,检视优势及不足,进而借助胡塞尔意向性理论论证“知识—思维—观念”与素养发生的对应关系,构建出从发生学视角认识核心素养的完整体系。为进一步深入探究核心素养的内在逻辑和构成要素筑牢根基,使我们能更好地把握核心素养在教育过程中的形成与发展脉络。As the core guidance of educational activities,the educational goal model must possess a clear internal logic system and a solid theoretical foundation.Genetic epistemology provides a novel perspective for examining and reconstructing the educational goal model.Based on the"Husserl-Piaget"genetic epistemological framework,this study reviews some typical educational goal models(e.g.,Gagné's hierarchy,Bloom's Taxonomy,and the Three-dimensional Goals of the New Curriculum Reform)from object,process,and structure,and analyzes their strengths and limitations.Furthermore,leveraging Husserl's theory of intentionality,this study demonstrates the correspondence between the"knowledge-thinking-concept"framework and the genesis of competencies,and constructs a comprehensive system for understanding core competencies from a genetic perspective.This lays a solid foundation for further exploring the internal logic and constituent elements of core competencies,enabling us to better grasp their formation and development course in educational processes.

关 键 词：教育目标 胡塞尔 皮亚杰 “知识—思维—观念”框架 发生学 

分 类 号：G434[文化科学—教育学]