【作者】 张永祥；

【导师】 胡德海；

【作者基本信息】 西北师范大学 ， 教育学原理， 2009， 博士

【摘要】 知识观是人们对知识的本质认识和根本看法,是经哲学反思的关于知识的观念。知识观是一组观念群,它是人们关于知识来源、性质、分类、价值等观念的集中、升华,它在哲学层次上反映了人们关于知识的根本观点。知识观在教育理论和实践中有着特殊重要的意义。教育中的知识问题其实是一个知识观问题。可以说,知识观构成教育活动的前提和基础,知识观是教育观念和教育实践的根本依据。知识观深刻影响着学校教育的内容、课程设置、教学方式及至知识教育目标等方面。教育改革作为教育实践的一种形式,无疑也受一定的知识观的影响和制约。这是从知识观视野审视基础教育改革的理论出发点。我国基础教育发展到现代教育阶段之后,取得了很大的成绩,但也存在着很多困境。主要表现为:课程知识日益与学生的日常生活相隔离;课程知识过于单一化与学生精神需求多样化之间的矛盾;课程内容呈现较为注重知识“结果”,而相对漠视知识创生的过程及其条件;课程知识过于专门化和过早专业化抑制了学生的全面发展;课程知识的“实用化”影响了学生文化素养的全面提升;课程知识的权力制约性与基础教育公平性之间的内在冲突;教育过程中知识传承方式的机械和僵化;学业评价过度推崇精确的、可量化、标准化的测验和考试。从知识观来看,客观主义知识观是造成我国基础教育上述诸多困境的认识论根源,同时其自身也面临着诸多理论困境。由此,要解决基础教育所面临的诸多问题,就必须要转变我们的知识观。也可以说,我国当前基础教育改革在深层次上面临着知识观转变任务。从而,改革或超越客观主义知识观既是我国当前基础教育改革的重要前提和内容,也是基础教育实践进一步发展的必然的、内在的诉求。这是从知识观视野审视我国基础教育改革的逻辑前提。建构主义知识观和后现代主义知识观为思考我国基础教育改革的“进路”提供了不同的借鉴和思路,但也需要对其作出辩证思考和审慎应对。这是从知识观视野审视基础教育改革的重要内容。建构主义知识观为超越客观主义知识观及其支配下的教育观念与实践提供了良好的借镜。在知识观层面,建构主义知识观对我国基础教育改革的意义主要表现为:首先,建构主义知识观对客观主义知识观的哲学反思具有独到之处。建构主义知识观从根本上改变了客观主义知识观“无人”或“无主体”的“客观形象”,张扬了认识主体的“主观能动性”,具有鲜明的时代特征,与当今时代所极力倡导的“以人为本”的教育理念相吻合,适应了我国当前基础教育改革的内在需要。其次,建构主义知识观改变了客观主义知识观“准确再现结果的知识观”形象,而更加关注知识建构生成的“过程”,为改变基础教育诸多困境提供了理论资源。再次,建构主义知识观引起了基础教育课程观、教学观、学习观等一系列观念的深刻变化,为基础教育改革转变教育观念提供了重要的认识论基础。不能忽视的是,建构主义也带着自身的偏颇和局限。因而,其并非“包医百病”的“灵丹妙药”。后现代主义知识观也是我国当前基础教育改革可资借鉴的一种知识观。后现代主义知识观对我国基础教育改革的启示在于:完善知识教育目标;增强课程的开放性;适当增加课程内容的不确定性;重视教学过程的复杂性、内随机性;重构平等的师生关系。知识观层面,后现代知识观的积极意义在于:否弃绝对主义真理观有利于发挥人的创造性,改变人在知识面前的被动地位;后现代主义知识观以一种彻底、纯粹甚至极端的思维方式颠覆了客观主义知识观关于知识的客观性、普遍性、中立性等知识性质,强调了知识的主观性、相对性、不确定性、未完成性等性质,揭示了人类知识的另一面,有助于人们完整认识人类知识的本性;后现代主义知识观的出现有一定的历史必然性,在一定程度上满足了人们知识观变革的现实需要。同样,后现代知识观也带有极大的片面性,极端性、破坏性甚至内在矛盾,因而又是一种需要超越的知识观。研究的落脚点在于试图总体把握知识观的时代蕴涵,并以之观照我国当前基础教育中的诸多问题。知识观的时代蕴涵包括对知识本质、分类、价值、获得等的看法。从时代的知识状况出发,研究认为知识具有相对客观性、实践性的性质。在此认识前提下,研究将知识与人的关系置诸知识观的中心,从仅仅关注知识本身转向更加关注教育中知识与人的生存与发展之间的关系,从人的文化本性、人的生存与发展对文化知识的需要视角,阐明了人与知识的关系、知识之于人的价值,人获得知识的方式等问题。知识观的时代蕴涵对基础教育改革的意义在于:知识教育根本目标在于提升人的文化素养;完整认识基础教育的“基础知识”;课程知识组织要反映人对知识的需要的层次性、阶段性;用真、善、美的知识全面提升人的文化素养。更多还原

【Abstract】 Views of knowledge are essential viewpoint about knowledge after philosophy reconsidering deeply, and it is a group of idea that is the sublimation about the source of knowledge, essence, classification, value and so on, which reflects the fundamental view about knowledge in the level of philosophy.Views of knowledge have special significant meaning in educational theory and practice. The problem of knowledge in education actually is a problem about views of knowledge. It can be said that views of knowledge is the premise and foundation of educational practice. Educational concept and practice found on the basis of views of knowledge. Views of knowledge deeply influence educational contents, curriculum, method and style of teaching and aims etc. As a form of educational practice, educational reform is influenced and limited by views of knowledge. The above are most essential point of theory on this study.Chinese basic education has got great achievement but existed some difficult positions after developed modern stage, which manifests in many respects as follows: curriculum knowledge increasingly keeping apart students’common life; over single of curriculum knowledge conflicting students’multiple sprit needs; the present of curriculum content attaching due importance to the result of knowledge and relatively taking a neglects on conditions and process of knowledge origination; too specialization of curriculum knowledge restraining the students’overall development; more practical curriculum knowledge effecting students’overall cultural accomplishment; curriculum knowledge restrained by power conflicting fairness of the basic education; the style of transferring knowledge in educational process becoming mechanical and inflexible; the evaluation of school work holding in high esteem accurate, quantifiable and standardized examination and test. In perspective views of knowledge, objectivism views of knowledge are epistemology origin which made basic education fall into a difficult position, at the same time, itself also facing a lot of theoretical difficulties. So, we should change our views of knowledge in order to resolve quite a number of problems that basic education is facing. In the deep level of thinking, we can say that the present basic education is facing the task of changing views of knowledge. It is not only important premise and contents but also inevitable need linked with basic educational further development that reform or transform objectivism views of knowledge. This is a logic premise on this study.Constructivism views of knowledge and post-modernism views of knowledge provide Chinese basic education reform going a step further with different reference and thinking. In other side, we should make dialectical thinking and cope with carefully. These are the significant contents on this study.We can draw a lot of lessons from constructivism views of knowledge to transform objectivism views of knowledge and to change educational concepts and practice dominated by objectivism views of knowledge. In the level of views of knowledge, the meanings that constructivism views of knowledge to Chinese present basic education mainly manifested as follows: first, constructivism views of knowledge have its original view contrasting with philosophical reflection of objectivism views of knowledge. It had changed objective image of“non-subject”of objectivism views of knowledge. It initiates subject’s conscious activity, which coincide with the educational concepts of“people-centered”approach advocated by the current era and fit the intrinsic needs to Chinese present basic education reform. Second, constructivism views of knowledge have changed“views of knowledge of accurate reflecting result”initiated by objectivism views of knowledge and taken a more interested in the constructive and producing process of knowledge. At last, constructivism views of knowledge leads profound views of curriculum, teaching and learning etc in the domain of the basic education, this provides important epistemology foundation for changing views of the basic educational reform. We should not overlook the fact that the constructivism has its’partial and biased. The constructivism is not“wonder drug”contract for full medical coverage.Post-modernism views of knowledge are the views that can be used as a reference to the foundation of our current education reform. The meanings existed in post-modernism views of knowledge are as follows: perfecting goal of knowledge teaching; strengthening public of curriculum; adding appropriately uncertainty of curriculum contain; taking more significant on complexity and self-organization about teaching process; reconstructing equal relation between teacher and student. In the level of the views of knowledge, there are many positive meanings of post-modernism, such as post-modernism views of knowledge abandons the view of absolutism truth, brings one’s initiative into full play and changes one’s passive position before knowledge; post-modernism views of knowledge emphasizes subjectivity, relativity, uncertainty and uncompleted character of knowledge through denying objectivity, universality and neutrality of modern knowledge, and helps people to completely recognize nature of knowledge. The emergence of the post-modernism views of knowledge reflect definite history trends, in some degree, it satisfied people’s practical needs to change views of knowledge. Post-modernism views of knowledge have special characters of partial, extreme, damage and intrinsic contradiction, so it should be transcended.The study aims at grasping contemporary implication of views of knowledge by totally and thinking relative problems about present basic education. The implication of contemporary views of knowledge includes such views, such as essence, classify, value and acquire about knowledge. Study indicates that knowledge have character of relatively objectivity and practicality. Under this premise of belief, the study makes a center of relation between knowledge and people in thinking views of knowledge, changes a direction from over noticing knowledge itself to studying relation between knowledge and people’s survives and development, makes clear problems about relation between people and knowledge, the value of knowledge to people and how to acquiring knowledge from perspective of people’s cultural character and the need that people’s survives and development to cultural knowledge. The meanings that views of knowledge to basic education are as follows: the foundational goal of knowledge teaching existed in promoting people’s cultural quality; completely understand“basic knowledge”of basic education; the organization of curriculum knowledge should reflect arrange and stage that people needed knowledge; people’s cultural quality was promoted by knowledge about truth, knowledge about good, knowledge about arts.更多还原