摘要
林恩·埃里克森建立的“知识的结构”模型,很好地解释了以“大概念”组织单元的原理和机制。该模型分两个层面:第一层面是事实性知识,有“事实”和“主题”两个层级;第二层面是概括性知识,主要有“概念”和“概括性理解”两个层级。在教学中需依赖具体的事实性知识去发现或获得某一概念,经由理解某一概念构成一种“概念性视角”,凭借“概念性视角”去处理相应主题的具体事实。在两个层面相互作用的认知探究过程中,建立某一概念与其他概念的联系。“概念性理解”就是“由事实性实例支撑的真理”,可称为“概括性知识”。从学习内容的角度,“大概念”实际上是跨学科或学科“核心的概括性知识”。
The mode of“structure of knowledge”constructed by Lynn Erickson elaborates the principles and mechanism of“major concept”.The mode includes two aspects:one is the factual knowledge,which contains“fact”and“theme”,and the other is generalized knowledge,which contains“concept”and“generalized interpretation”.It is necessary to find or obtain certain concepts via the factual knowledge in instruction.And the concept,once interpreted,becomes“conceptual perspective”which can be used to deal with the related fact.In the course of cognitive exploration,affected by the interaction of the two aspects,concepts are inter-correlated and become conceptual interpretation through time and space.Conceptual interpretation is truth which is based on factual examples.It is also called“generalization”or“generalized knowledge”in the expression of sentence.In the perspective of learning content,major concept is the“generalized core knowledge”in terms of trans-discipline or discipline.
作者
王荣生
Wang Rongsheng(College of Education,Shanghai Normal University,Shanghai 200234,China)
出处
《课程．教材．教法》
CSSCI
北大核心
2020年第4期75-82,共8页
Curriculum，Teaching Material and Method
基金
国家社科基金重点项“国民语文能力构成研究”(15AZD047)。
关键词
“知识的结构”模型
概念性视角
概括性知识
“大概念”
mode of“structure of knowledge”
conceptual perspective
generalized knowledge
“major concept”
作者简介
王荣生,男,1960年生,教育学博士,上海师范大学教育学院教授,博士生导师。
