知识观转型视野下课程知识意义的重建

On Reconstruction of Curriculum Knowledge Meaning under the Vision of Knowledge View Transition

知识的意义是指知识所具有的能够对人的精神生活和意义世界给予关照、扶持和滋养的特性。近代以来,受知识认识论的制约,课程一味追求知识的客观性,将"人"隔离于知识之外,知识的意义被严重遮蔽。随着知识观的后现代转型,知识与人的意义关系日益凸显,知识的意义逐渐回归。立足知识观转型这一背景,借助现象学、哲学解释学和建构主义的理论分析,尝试探寻课程知识意义重建的路径:理解课程、体验课程和建构课程,彰显人作为精神生命体的意义存在。

Meaning of curriculum knowledge connects individual spirit and being meaning. Modem knowledge views are influenced by evidence scientism and science ration, the purpose is to pursue objectivity of knowledge. So individual is isolated beyond the knowledge and have no connection with knowledge, knowledge meaning is covered seriously. With the transition of post-modem knowledge view, relationship of knowledge and individual shows sharply, knowledge meaning returns gradually. In the background of knowledge view transition, this theory discusses probable ways of knowledge meaning reconstruction in order to complement the meaning of being individual spirit.