摘要
当前学校智育存在着将智育窄化为符号学习的困境,其表现是“知而不识”的表浅化学习,“知而不智”的复现式学习,以及“智而不慧”的工具性学习。这些问题的存在与创新拔尖人才培养的时代使命相悖,不利于达到新课程方案所规定的“启智增慧”之目的。为达成这一目的,就需要多维智慧的取舍善用:理解智慧需要理性的洞见契通、实践智慧需要临场的随机应变、创生智慧需要想象的灵光乍现、生活智慧需要常识的协同辅助。从理论上看,要实现从“知识”到“智力”和“智慧”的跃升,需要历经“符号—逻辑—意义”的层次深化、“操作—映像—抽象”的思维演化、“理解—迁移—应用”的情境转化和“反思—想象—创造”的延展变化等路径。为实现学校智育目标的转向,教师可采取理论学习与实践学习的互促、直觉思维对分析思维的反哺、情境表现对标准应试的取代、价值理性对科学理性的规约等教学进路。
The current intellectual education in universities suffers from the dilemma of being narrowly confined to symbolic learning,which is manifested as the superficial learning characterized by“recognizing but not understanding”;the repetitive learning marked by“knowing but not intellectual”,and the instrumental learning,which involves“intellectual but not wisdom”.The existence of these issues contradicts the contemporary mission of cultivating top innovative talents and is not conducive to the realisation of the goal of“Inspiring Intelligence and Enhancing Wisdom”.To achieve this goal,a judicious use of multidimensional wisdom is essential:understanding wisdom cannot be separated from the insight of“perception of intelligence”,practical wisdom cannot be separated from the random response of“on-the-spot intelligence”,the creation of wisdom cannot be separated from the flash of“imagination intelligence”,and life wisdom cannot be separated from the collaborative assistance of“common sense intelligence”.From a theoretical point of view,the leap from“knowledge”to“intelligence”to“wisdom”needs to go through the deepening of the level of“symbol-logic-meaning”,the evolution of thinking of“phenomenon-image-abstraction”,the transformation of the situation of“understanding-transfer-application”,and the extension and change of“reflectionimagination-creation”.Based on this,teachers can employ strategies that include integrating theoretical explanation with professional practice,enhancing analytical thinking through intuitive feedback,prioritizing situational performance over standard testing,and balancing value rationality with scientific rationality,so as to promote the occurrence of“transforming knowledge into wisdom”.
作者
曹斯
罗祖兵
Cao Si;Luo Zubing(Hubei University of Education;Central China Normal University)
出处
《当代教育科学》
北大核心
2024年第5期29-38,共10页
Contemporary Education Sciences
基金
2023年湖北高校省级教学改革研究项目“教育数智化背景下师范生班级育人能力提升的实践研究”(项目编号:2023495)
2024年湖北教师教育研究中心开放课题“‘双减’背景下义务教育阶段教师教学领导力提升研究”(项目编号:jsjy202406)的研究成果之一。
关键词
启智增慧
心灵理解
情境机智
灵活应用
灵感创生
inspiring intelligence and enhancing wisdom
spiritual understanding
situational intelligence
flexible application
inspiration creation
作者简介
曹斯,湖北第二师范学院教育科学学院副教授、硕士生导师,博士(武汉430205);罗祖兵,华中师范大学教育学院教授、博士生导师,博士(武汉430079)。
