知识接受与意义建构交互融合:走向深入的学习参与及其实现被引量：5

Interactive Integration of Knowledge Acceptance and Meaning Construction: Towards In-depth Learning Participation and Its Realization Path

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摘要指向知识接受的学生学习参与虽在一定时期推动了教师发展、学生成长以及相关理论研究的繁荣,但随着意义学习、情境学习等理论的兴起,其遭到了质疑与批判。于是,指向知识理解与生成的意义建构的学生学习参与应运而生。但随着实践的推进,其在弥补上述缺陷的同时却走向了另一个极端,导致学生学习随意化、教师教学空洞化、知识理解过度建构化等问题产生。学生学习参与的关键在于如何经由知识这一载体达至学生精神丰盈和意义建构的旨向。由此,走向深化的学生学习参与理应处理好知识接受与意义建构二者之间的关系,从而在二者的交互融合之中促进学生的整全发展。具体来说,需要在学习参与理念上形成接受与建构并重的价值共识;在学习参与内容上深挖学科知识符号与意义的关系联结;在学习参与方式上强调接受与建构的转化融合。 In a certain period,students’ learning participation,which aims at knowledge acceptance,has promoted the development of teachers,the growth of students and the prosperity of related theoretical research.However,with the rising of meaningful learning,situational learning and other theories,it has been questioned and criticized. Therefore,students’ learning participation targeted at the meaning construction of knowledge understanding and generation came into being. Nevertheless,with the advancement of practice,it is easy to go to the other extreme while making up for the above defects,which results in the problems such as students’ random learning,teachers’ empty teaching,and excessive construction of knowledge understanding. The key of students’ learning participation is how to achieve the goals of students’ spiritual enrichment and meaning construction through knowledge. Accordingly,the deepening of students’ learning participation should deal with the relationship between knowledge acceptance and meaning construction,and promote the all-round development of students through the interactive integration of them.Specifically,a consensus should be reached on the concept of learning participation that both knowledge acceptance and meaning construction should be given equal value;in the aspect of the content of learning participation,the relationship between subject knowledge symbols and meaning should be explored deeply;and in the aspect of the means of learning participation,the transformation and integration of acceptance and construction should be emphasized.

作者张燕孟凡丽 ZHANG Yan;MENG Fan-li(School of Education Science,Xinjiang Normal University;School of Marxism,Xinjiang University)

机构地区新疆师范大学教育科学学院新疆大学马克思主义学院

出处《教育理论与实践》北大核心 2023年第1期53-58,共6页 Theory and Practice of Education

基金国家社科基金重大专项课题“新疆各民族铸牢中华民族共同体意识的教育路径研究”(课题编号:20VMZ007)的部分研究成果

关键词学生知识接受意义建构学习参与知识符号知识意义 knowledge acceptance of students meaning construction learning participation knowledge symbol knowledge meaning

分类号 G420 [文化科学—课程与教学论]

作者简介张燕(1995-),女,新疆哈密人,新疆师范大学教育科学学院博士研究生,主要从事课程与教学论、教师教育研究;孟凡丽(1965-),女,山东青岛人,新疆大学马克思主义学院教授、教育学博士、博士研究生导师,主要从事课程与教学论、教育管理研究。