教学案例“新解”与“新课改”评估体系的改良——基于柯林武德、波普尔的知识论

New Explanation of A Teaching Case And Optimizing assessment in current new curriculum reform——Based on the Theory of Knowledge of R. G. Collingwood and Karl Popper

本文从探讨新课改过程中出现的具体教学案例入手,在解读柯林武德、波普尔的知识论的基础上,提出了两类基本知识:第一类基本知识是“问题以及支持问题为真的理由”整个构成知识;第二类基本知识是“问题以及提出解决该问题的经过辩护的假设”整个构成知识。并将两类基本知识统一成“准”波普尔的知识概念:“知识是围绕问题提出的经过辩护的假设。”通过准波普尔的知识概念对教学案例给出了新颖的解答,并指出了当前新课改过程中第一类基本知识评估的缺失,为如何改良作为评估载体之一的“成绩单”提供了理论依据。

Beginning with a concrete teaching case, this paper puts forward two fundamental kinds of knowledge, based on understanding the theory of knowledge of R.G. Collingwood and Karl R. Copper. The first fundamental kind of knowledge is made of ＂problem and the reason to support it true＂; The second one is made of ＂problem and the justified hypothesis proposed to solve it ＂. And the two fundamental kinds of knowledge could be united into one concept of pseudo-Popper＇s knowledge： ＂knowledge is justified hypothesis relevant to a definite problem＂. Through the concept of pseudo-Popper＇s knowledge, the paper gives a new answer to the teaching case, and points out the omit of the first kind of knowledge in classroom assessment, and at the same time provides theoretical grounds on how to improve students＇ transcript in the process of the current New Curriculum Reform.