本体知识:教育的认知盲区和操作误区

Subjective Knowledge: A Cognitive Blind Area & Operative Misled of Education

如何使学习者有效内化知识并建构和操用个性化的元认知体系,是当代教育所面对的重大挑战。认知神经科学认为,本体知识是学习者转化客观知识的内在形式,然而它却成为教育的认知盲区和操作误区。主体基于具身认知机制和镜像神经系统而将客观知识转化为本体知识,进而借助虚拟的对象化映射方式将本体知识逐级还原为本体性的知觉概象和感觉表象,最后以实体性、外向性的对象化映射方式,将本体性认知表象转化为体象-工具象-目标象。教师应当将知识传导与内化过程首先落实到自己的认知操作这个先导性的核心环节上,以借此引领自己与学生的本体知识更新及本体创新能力发展。

Knowledge consists of two parts： objective and subjective one. The later one being a cogni- tive blind area and operative misled of current education, comprises self-experience, self-emotion, self- concepts, self-consciousness, etc. Only through embodied transform and objective mapping can teachers and students reform their subjective knowledge that serves as medium station of meta-cognition for them to launch ideas of thought and behaviour.