摘要
传统学科教学中存在着将知识与实践割裂的问题,具体表征为囿于片面理解的命题知识导向、脱离具象认知的去情境化表达、忽视知识应用的机械迁移。学科实践以对知识本质的追寻为理性基础,以解决真实的学科问题为实践立场,以知识向素养的转化为价值追求,有力回应了传统学科教学中的知识转化困境。在此基础上,学科实践应呈现出有别于传统学科教学的表达方式,将概念性的知识操作化,深化学生对知识的认知与理解;学习体验活动具身化,强化学生对知识运用情境的感知;综合能力培养范例化,实现学生由知识掌握向素养提升的转变。
There exists the problem of separating knowledge from practice in traditional subject teaching,which is characterized by the propositional knowledge orientation confined to one-sided understanding,the de-contextualized expression separated from concrete cognition,and the mechanical transfer ignoring knowledge application.Discipline practice takes the pursuit of the essence of knowledge as the rational basis,the solution of real discipline problems as the practical standpoint,and the transformation of knowledge into quality as the pursuit of value,which effectively responds to the dilemma of knowledge transformation in traditional discipline teaching.On this basis,the discipline practice should present different expression methods from the traditional discipline teaching,so as to operationalize conceptual knowledge and deepen students’cognition and understanding of knowledge.The learning experience activities are embodied to strengthen students’perception of knowledge application situation.The cultivation of comprehensive ability is exemplified to realize the transformation of students from knowledge mastery to quality enhancement.
作者
徐广华
孙宽宁
XU Guanghua;SUN Kuanning(the Faculty of Education,Beijing Normal Universit,Beijing 100875;the Faculty of Education,Shandong Normal University,Jinan 250014)
出处
《教育研究与实验》
CSSCI
北大核心
2023年第4期73-81,共9页
Educational Research and Experiment
关键词
知识转化
学科实践
默会知识
核心素养
knowledge transformation
discipline practice
tacit knowledge
core quality
作者简介
徐广华,北京师范大学教育学部博士生(北京100875);孙宽宁,山东师范大学教育学部教授(济南250014)。
