知识教学论的典型形态与“剖根”批判

Forms and Root-cutting Critique of Knowledge-imparting in Education

知识教学是教学专业研究的恒久话题,知识教学论的三条"主根"、三种典型形态是读书论、教书论、说书论。"知识的载体"不等于"知识的本身",与生活经验融合、与知识情境互生是知识的真容。知识不是一种物质实体,与环境情境连体存在、交融互摄是知识的实然存在形态;教学语言与知识是两个异质的系统,它担负不起在课堂中全真再现教学知识的重任;教学知识难以实现全传递,知识教学离不开其生产情境、原生经验的"搭载";学习者无法仅凭头脑就能直接领受知识,在知识情境中的亲历活动是知识习得的必经环节。

Knowledge-imparting is the permanent topic of teaching research and its three mare roots and historical forms are book-reading theory, book-teaching theory and story-telling theory. Carriers of knowledge do notequal knowledge itself and the essence of knowledge is the combination of knowledge and life experience. Knowledge is not a kind of physical entity, whose actual form is the mix of knowledge and its situation. Moreover, teaching language and knowledge are two absolutely heterogeneous systems and teaching language cannot undertake the task of knowledge impartmentwholly and accurately. Imparting knowledge cannot be delivered entirely because it is inexorably linked with its original situation and experience. Learners cannot passively assimilate knowledge only by lending ears to words of knowledge, but through experiential learning.