【作者】 郭晓娜；

【导师】 熊川武；

【作者基本信息】 华东师范大学 ， 教育学原理， 2010， 博士

【摘要】 作为特定的学术概念,理解性学习针对当前学习理论研究的局限性和学习实践中的问题而立。从已有的学习理论研究来看,不同学科自守“领地”,各得其“理”。比如心理学侧重于学习心智过程的研究,脑科学侧重学习的生理神经机制研究,人类学侧重人类整体学习活动研究。视角不同,结论各异,益损兼存。从学习实践的问题来看,源自功利主义学习价值观的误导尤甚。这种学习价值观表现为对学习功能的高度张扬和对学习意义的放逐,导致学习的异化。在它的引导下,年轻一代学子形成唯经济、事功利的观念和行为,把学习仅视为升学和就业的工具,忘却了学生生命意义实现的本体论价值。从教育学视界来看,学校学习研究者力图从上述学科理论研究的局限性和学习实践的问题方面突围,初步形成了存在主义学习论、关心学习论、三位一体学习论、经验主义学习论等流派。它们尽管也有旨趣的差异,但具有共同特征即对学生整体性生命、学习关系的关注,强调认知和存在统一的学习场域等。这些见解虽然没有明确归属于理解性学习,但内含的关系、存在、意义、经验等都是理解理论的重要概念,反映出强烈的“理解”诉求。顺应这种诉求,本文以“理解”为核心,用学生的生命结构代替认知结构,使学习的视域由认识扩展开来,在理解的视域中寻找新的生长点。把“理解”作为统领学习理论建构和实践合理性论证的基本问题,围绕理解是误解和确解的对立统一和理解是学生在学校学习中诗意栖居的存在方式等方面探讨,使得当代学习论从认知向理解转向。以理解为核心的学习即理解性学习,是理解理论指导下的作为理解主体的学生在与学习文本的对话中生成学习意义,在认知、感情和行为上筹划并实现生命可能性的过程。理解理论包括科学理解论、人文理解论和实践理解论。科学理解论是以解读客观事物为己任,以“正确性”即科学真理为理解标准的理论。人文理解论是以解读人文作品进而解读人性为己任的坚持“共识性”理解标准的理论。实践理解论是以揭示实践中的道德关系为己任,坚持“接纳性”理解标准的理论。以这些理论为基础的理解性学习,有其独特的理论与实践原则。在这三种理论的共同指导下,理解性学习走向合规律性与合目的性的统一。它的合规律性表现为对学习中理解机制的把握,是合目的性实现的必要条件。而合目的性表现为理解性学习总是追求学生生命意义的实现,是合规律性的必然结果。一方面,理解性学习的价值在于对真善美的追求。“求真”代表着对科学知识和真理的追求,是对学习者的智慧素质的开发。“向善”主要是在理解人际文本的过程中,学生接受道德知识发展道德能力等,具有丰富的道德蕴涵和德性考量。“尚美”是对美的审视、追求与创造,在学习活动中往往具体化为激发动机,调节感情。另一方面,从终极意义上说,理解性学习旨在实现学生生命的自由和自觉。自由体现为“人性完满实现”的“至善”,是人类生命的内在规定性在不断发现自我、确证自我和实现自我的过程中实现生命的价值和意义。理解性学习对自由的追求体现为学生对学习规律和自我发展的明智认识和自我调控；理解性学习中的自觉是对自发的超越,是在合理理性调控下的自悟自醒,表现为自主计划、协调学习活动,遇到困难笃行不懈等。理解发生在学校学习情景中,贯穿于学习过程,具有工具性和目的性、占有性和超越性、求真性和向善性、智慧性和感情性。理解性学习的基本问题是误解和确解的矛盾运动。这对矛盾是学习过程中各要素之间理解关系的高度集中。实际上,学习即解蔽,对包括不解和未解的一切误解进行重新理解,以增进确解。误解是绝对的,确解是相对的(具有时间检验和情境参数),理解在误解和确解的辩证运动中实现。深入分析,理解性学习有如下相互联系的要素：一是理解性学习的目的,是学生整体生命结构的和谐和生命素质的完善,不断将学生的可能生命转化为现实生命。二是理解性学习的主体即学生,其表现为一般主体性和独特的理解属性的结合。学生的一般主体性既有通常说的以创造性等为标志的主体性,又有以通融性等为标志的主体间性。在理解性学习中,学生的主体性表现为不断从“待证主体”向“现实主体”的转变,也就是说,学习实践活动是学生主体性的量不断增加,从而引发质的变化并确证自己的主体地位。学生独特的理解属性表现在学生与学习文本的“视域融合”,学生带着自己的“前理解”接触文本,通过向对方敞开视域,求同存异,形成自己的新视域。三是理解性学习的资源,包括理解主体自身的创造性等在内的一切可用于学生生命可能性的筹划和实现的物质和精神条件。不过,学习文本是最重要的资源之一。这里的文本特指存在于教育视界中的一切人、事、物,大致分为文化文本和人际文本。文化文本指一切与自然学科和人文学科相关的学习材料及活动,人际文本指一切与学生相关的人及其交往活动(通称人际关系,涉及道德)。四是理解性学习环境,即立足理解发生场形成的理解型“学习共同体”。它以团结、诚心合作和主体间一致为价值追求。理解性学习是学生与学习文本之间“视域融合”过程。在这个过程中,教师的作用须臾不可忽略。教师对于学生的作用虽有抽象的,更有具体的,教师在具体的学习情景和实践活动中,给予学生必要的点化与启迪,,会加快学生生命意义的实现。即使是学生的学习主体地位的确立过程,也离不开教师的积极支持与促进。理解性学习过程主要遵循整体原则、真实原则和辩证原则。整体原则的要义是立足于学生的整体生命,在错综复杂的学习关系中进行相互理解和自我理解,通过发展学生的感情、认知和行为,筹划并实现围绕德智体全面发展彰显的生命,可能性。真实原则的要义是坚持学习与学生真实生活相联系，与学生真实的生命发展相一致,学生在追寻生命意义的过程中,不断确证学习主体性。辩证原则的要义是坚持对立统一的原则,在动态发展中展现学习活动的基本特征即德智统一,认知和存在统一,主体性和主体间性统一。更多还原

【Abstract】 As a specific academic concept, Learning for Understanding grows by the limitation of current learning theories and practice problems. As for the existing learning researches, different disciplines hold their own "territory" and have special "logic". For examples, psychologists focus on mind in learning process;cerebral scientists research physiological neural mechanisms;anthropologists pay more attention on human integrated learning activities.They derive from different perspectives, obtain diverse conclusions, and produce benefits and losses.From the perspective of learning practice, utilitarianism learning value has been misled most. It is represented by ignoring the meaning of life, but highly manifesting the function of learning, and causes learning alienated. Under its guidance, the new generation of student forms the utilitarianism sense and behavior, only considering learning as the tool for higher school admission and job hunting, instead of forgetting the ontological value of student life. In the field of pedagogy, school learning researchers try to break the issue through the theoretical limitation of these disciplines and problems in the learning practice, and construct existentialism learning theory, caring learning theory, trinity learning theory, and empirical learning theory approach. Although they have different purport, the same characters as integrated student life, learning relationships, emphasizing learning field of cognition and existence united, etc. have presented from their views.Although these views are not attributed to learning for understanding, the notions of relationship, existence, significance, experience, etc. are all major concepts of learning for understanding and reveal the implication of "understanding" intensely.Following the demands, this dissertation, with "understanding" as a core, substitutes cognition by integrated life structure and finds a new growing point from vision of "Understanding" to exceed learning epistemology. Around the unity of opposites between’mis-’and’indeed-’understanding and the discourses on understanding as students’poetic existence in the school learning, we consider "Understanding" as a foundation issue of the construction of learning theory and the proof of practical rationality. It is believed to shift the contemporary learning theories from cognition to understating. Learning for understanding is the "Understanding-core" learning. Guiding by understanding theory, it generates significant of learning in the dialogue between the students, as the understanding subject,-and learning context, and is the process for the students cognitive, emotional and behavioral planning and achieving life-possibility. Understanding theory includes science understanding theory,humanity understanding theory, and practice understanding theory. Science understanding theory explores objective matters and persists in "Correctness" as understanding criterion.Humanity understanding theory interprets human nature in literatures and insists on "Consensus" as understanding standard. Practice understanding theory reveals moral relationship in practices and adheres to "Acceptance" as its understanding norm.Guiding by these three understanding theories, learning for understanding balancing the tension between law and aim.Its law exists in grasp, the mechanism of understanding, and it is the necessary factor of aim.Its aim exists in the pursuit of the realization of the meaning of students’life, and it is the inevitable result of law. On the one hand, the value of learning for understanding is the pursuing of "Truth, Goodness and Beauty". "Truth-seeking" represents the pursuit of scientific knowledge and truth, and it is the development of learners’of quality of wisdom. "Good-oriented" means that students receive moral knowledge and develop moral capacity in the process of understanding interpersonal text. The pursuit of "Beauty" is study,pursuit and creation of beauty, and it can turn into the motivation and adjust emotion. On the other hand, for the ultimate meaning, learning for understanding aims at achieving students’life freedom and self-consciousness.Freedom means perfection of human nature, and it self-realization of the value and meaning of life by constant self discovery, confirmation and realization. The pursuit of freedom by learning for understanding embodied in the students’self-awareness and regulation of the law in study and self development; the self-consciousness means a transcendence and it is the self, rational enlightenment by reasonable regulation, and their performances are self-plan, coordination and persistence.Understanding occurs at the learning context at school.It is through all the learning process and has qualities of instrumentality and purpose, truth and good, intelligence and affection.The basic issue of learning for understanding is the contradictory movement of "mis-" and "indeed-" understanding. This contradiction highly concentrates the relationships among all understanding factors in learning. Actually, learning is disclosure, namely, re-understands the "mis-"understanding included "none-"understanding and "pre-"understanding to accelerate the "indeed-"understanding. "mis-"understanding is absolute while "indeed-"understanding is relative. Understanding is achieving in the dialectical movement of "mis-" and "indeed-" understanding.Deeply analyzing, learning for understanding has followed relative factors. First, aim of learning for understanding is making students’integrated life structure grow harmonious and completing students’life quality, constantly turning students’ possibility-life to reality-life. Second, the subject of learning for understanding is student. It is represented by integrated of their general subject and specific understanding factor. The general subject of the students includes subject marked by creativeness and intersubjectivity marked by accommodation. In the learning for understanding, student’s subject showed in change from the potential to the real statement.,that is, the practice of study is the student’s subject increasingly Student’s unique understanding exists in the student’s "fusion of horizons",with the text, that means the students form their own new horizon in reading the. text with their own "pre-understanding" through opening their horizon to the others and seeking their common ground. Third, resources of learning, including understanding subject self-creative, every reality-materials and spirit-conditions, can implement to plan and achieve students’life possibility. The text specially refers to every person and everything in the education horizon. It could be divided into cultural and interpersonal text. The cultural text refers to all the learning materials and activities, associated with natural sciences and humanities.interpersonal text refers to all persons associated with the students and their contacts (known as relationships).Forth, environment of learning for understanding is understanding-field based "learning community".It pursues values of united, cooperated and uniform of inter-subjects.Learning for understanding is the fusion of horizons between students and learning text. In this fusion process, the role of teacher can hardly be ignored. Not only has the abstract effect from teachers, student also gained concrete aid from teachers. In the specific learning situation,teachers provide indispensable attunement and inspiration to students, accelerate student life significance-achieving.Even the establishment of students’subject position can not do without the active support and promotion of teachers.Learning for understanding follows the principles as integration, authentity and dialectic. The main point of integration aims at students’ life integrating, making students achieve mutual and self-understanding in the complex learning relations, cognitive, emotional and behavioral plan and implement life-possibility. Essence of authentic principle is insisting on connecting learning to students’ real world; to students’ life development, while students ensure their learning subject in the process of life significance pursuing. Dialectical principle persists in unity of opposite, presenting basic features of learning activities in the dynamic process, namely, the unity of intelligence and morality, cognitive and existence, subject and inter-subjects.更多还原