發(fā)布時間：2018-04-26 06:03

  本文選題：知識觀轉(zhuǎn)型 + 課堂教學(xué)��； 參考：《東北師范大學(xué)》2017年碩士論文

【摘要】：知識作為課程教育的重要來源,在一定程度上影響著未來基礎(chǔ)課程改革的發(fā)展方向。從現(xiàn)代主義知識觀轉(zhuǎn)向后現(xiàn)代主義知識觀體現(xiàn)出社會從批判的視角重新審視教育的本質(zhì)及成果,更體現(xiàn)出人們更加系統(tǒng)的探討了知識與教育兩者之間的關(guān)系。后現(xiàn)代主義知識觀崇尚更加靈活地多元化思維方式,它否定了知識的絕對性、普遍性、中立性,強調(diào)知識的相對性、異質(zhì)性和價值型,以新的視角重新審視了知識與教育的關(guān)系,而這也對當(dāng)下教育觀念、課程改革產(chǎn)生了重要的意義和影響�！罢n堂教學(xué)”屬于系統(tǒng)性、整體性的工程,并非簡單的“知識”和“教育”的疊加,而是“知識”和“教育”的有機組合。正是“知識”和“知識觀轉(zhuǎn)型”構(gòu)成了現(xiàn)階段課堂教育變化的土壤。本文即從這點出發(fā),闡釋知識觀轉(zhuǎn)型對現(xiàn)階段課堂教學(xué)的影響,從傳統(tǒng)知識觀的弊病出發(fā)對知識觀轉(zhuǎn)型下課堂教學(xué)的新發(fā)展方向做出自己的闡釋,從而在一定程度上深化知識和教育關(guān)系的研究成果。本文首先以知識觀轉(zhuǎn)型為背景,從知識、知識觀、知識的焦點轉(zhuǎn)變以及知識內(nèi)容的“屬人”化轉(zhuǎn)變等方面闡釋知識教育的相關(guān)理論;其次針對傳統(tǒng)知識觀下的教育存在的弊端,剖析知識觀轉(zhuǎn)型對知識教育的理論意義;最后從課堂知識內(nèi)容、教學(xué)培養(yǎng)目標(biāo)、教學(xué)過程和教育學(xué)自身對知識的思考四個方面闡釋知識觀轉(zhuǎn)型背景下的課堂教學(xué)改革發(fā)展方向。通過上述研究內(nèi)容,本文得出了下列幾條結(jié)論:第一,知識觀轉(zhuǎn)型推動了個人的發(fā)展和精神覺醒。在現(xiàn)代主義知識觀背景下,人的存在及內(nèi)在意義游離于知識之外;而后現(xiàn)代主義知識觀反映人的生命精神,發(fā)揮了人的本體價值。第二,知識觀轉(zhuǎn)型使知識教育更具有完整性和多元化。知識觀轉(zhuǎn)型促進了知識教育的辯證認(rèn)知,使知識教育的類型更加豐富,促進了知識教育的反思內(nèi)省,還推動了受教育者形成多元化價值觀。第三,傳統(tǒng)的知識觀下教育產(chǎn)生了諸多的弊病。課堂中思維模式的單向化,學(xué)生主體的人性培養(yǎng)也缺失;同時,教育對知識價值的解讀偏差嚴(yán)重,而且以“灌輸”替代“建構(gòu)”的知識教育方式也存在問題。第四,在知識觀轉(zhuǎn)型下課堂教學(xué)新的發(fā)展方向。課堂教學(xué)內(nèi)容要回歸生活,由事先預(yù)設(shè)轉(zhuǎn)為不確定的動態(tài)化;教學(xué)應(yīng)體現(xiàn)個體對學(xué)習(xí)的實踐性反思,轉(zhuǎn)向培養(yǎng)更為批判性、綜合性的思維模式。而且,課堂教學(xué)過程也應(yīng)該從師生和諧關(guān)系入手,達到人性化、場景化、復(fù)雜化的共建;教育學(xué)自身建設(shè)也應(yīng)該更加的包容與多元。
[Abstract]:Knowledge as an important source of curriculum education, to some extent, affects the future development direction of basic curriculum reform. The transformation from modernism knowledge view to postmodernism knowledge view reflects the society's re-examination of the essence and achievements of education from the critical perspective, and also reflects the more systematic discussion of the relationship between knowledge and education. The postmodernist view of knowledge advocates a more flexible and diversified way of thinking, which negates the absoluteness, universality and neutrality of knowledge, and emphasizes the relativity, heterogeneity and value of knowledge. This paper reexamines the relationship between knowledge and education from a new perspective, which has a great significance and influence on the present educational concept and curriculum reform. "classroom teaching" is a systematic and holistic project. It is not a simple superposition of "knowledge" and "education", but an organic combination of "knowledge" and "education". It is knowledge and knowledge transformation that form the soil of classroom education. From this point of view, this paper explains the influence of the transformation of knowledge view on classroom teaching at the present stage, and explains the new development direction of classroom teaching under the transformation of traditional view of knowledge from the point of view of traditional knowledge. In order to deepen the relationship between knowledge and education to a certain extent. This paper first explains the relevant theories of knowledge education from the aspects of knowledge, knowledge view, the focus of knowledge and the transformation of knowledge content from the aspects of knowledge view transformation, and then aims at the drawbacks of education under traditional knowledge view. This paper analyzes the theoretical significance of knowledge view transformation to knowledge education, and finally explains the development direction of classroom teaching reform under the background of knowledge view transformation from four aspects: the content of classroom knowledge, the goal of teaching cultivation, the teaching process and the thinking of pedagogy itself on knowledge. Through the above research, this paper draws the following conclusions: first, the transformation of knowledge view promotes the individual's development and spiritual awakening. Under the background of modernist view of knowledge, the existence and intrinsic meaning of human being are separated from knowledge, while the postmodernism view of knowledge reflects the spirit of human life and exerts the value of human being. Second, the transformation of knowledge view makes knowledge education more complete and diversified. The transformation of knowledge view promotes the dialectical cognition of knowledge education, enriches the types of knowledge education, promotes introspection of knowledge education, and promotes the educatee to form pluralistic values. Third, under the traditional view of knowledge, there are many disadvantages in education. The unidirectional thinking mode in the classroom also lacks the cultivation of human nature of the students' subject, at the same time, the deviation of the interpretation of knowledge value in education is serious, and there are also problems in the way of knowledge education in which "inculcation" replaces "construction". Fourth, under the knowledge view transformation, the classroom teaching new development direction. The content of classroom teaching should return to life and change from presupposition to uncertainty, and the teaching should reflect the practical reflection of individual learning and turn to cultivate a more critical and comprehensive mode of thinking. Moreover, the classroom teaching process should start with the harmonious relationship between teachers and students to achieve humanization, scene and complexity, and pedagogy itself should be more inclusive and pluralistic.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G424

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