学科知识、科学知识与深层教学

Discipline Knowledge, Science Knowledge and Deep Instruction

学科与科学、学科知识与科学知识的内涵不同。学科知识有符号、逻辑、描述与解释、意义与价值四个依次递进的层级结构,在学科教学中我们一般只关注前三个结构层级,较少涉及学科知识的意义与价值。与科学知识相比,学科知识有鲜明的教育学立场,其生命性与主体性、过程性与生成性、发展性与文化性特征要求我们必须从质疑与对话、建构与生成以及挖掘学科知识的道德意义及文化价值等方面开展深层教学。

Discipline and science differ from each other in connotation, and it is true of discipline knowledge and science knowledge. Discipline knowledge has four gradual levels of structure： sign, logic, description and explanation, and Significance and value, while in daily teaching practice teachers only focus on the internal structure of the first three levels without concerning the significance and value of discipline knowledge. Compared with science knowledge, discipline knowledge has its distinctly pedagogical stance, whose natures of life and subjectivity, process and generation, development and culture require that we implement deep instruction from such aspects as questioning and dialogue, construction and generation, and tapping the moral significance and cultural values of discipline knowledge.