摘要
“大观念”这一概念自形成之初便显现出浓厚的实用主义色彩,尤其强调实践领域功用性价值追求。这一特质诱使人们形成一种不严加审视其概念之确真性便“拿来”使用的惰性。国内外学者对大观念的概念理解呈现出一种主客观对立的认识分歧,由此形成的各式定义五花八门,却鲜见明确而清晰的概念规定。概念的迷惘,自然会引发讨论的纷杂;纷杂的论争又将导致实践的踌躇。究其根本,大观念是人们对一门学科中不同事实、知识或概念间有意义关系和联系的综合认识结果,是一种解释力强并指向人们广阔生活世界的观念。对其进行形式凝练,则可将大观念定义为思维参与的认识结构和意义系统。
The concept of“Big Idea”has shown a strong pragmatic color since its formation,emphasizing the pursuit of functional value in the field of practice.This trait has led to a kind of inertia that is used without scrutinizing the authenticity of its concepts.Scholars at home and abroad have an understanding as opposed to subjective-objective dualist view of‘Big Idea’.Although the various definitions thus formed are numerous,it is rare to see a clear and unambiguous definition of the concept of‘Big Idea’.The confusion of concepts will naturally lead to complicated discussions,and the complicated arguments will lead to hesitation in practice.Fundamentally,the‘Big Idea’is the result of people’s comprehensive understanding of the meaningful relationships and connections between different facts,knowledge or concepts in a discipline,and it is a concept with strong explanatory power and can point to people’s vast life world.In a theoretical way,we can define‘Big Idea’as cognitional structure and meaning system in the reasoning process.
作者
项继发
王星焱
XIANG Jifa;WANG Xingyan(School of Education Science,Shanxi University,Taiyuan 030006,China)
出处
《教育学报》
北大核心
2025年第3期72-84,共13页
Journal of Educational Studies
关键词
大观念
思维参与
认识结构
意义系统
学科观念
课程与教学
Big Idea
reasoning process
cognitional structure
meaning system
disciplinary idea
Curriculum and Teaching
作者简介
项继发(1982-),男,山西人,山西大学教育科学学院副教授,教育学博士,主要从事教育基本理论与教育哲学研究,E-mail:xjf-allen@hotmail.com;王星焱(2000-),男,山东人,山西大学教育科学学院硕士研究生,主要从事小学教育研究。
