摘要
杜威的哲学是教育的一般理论,"探究"在杜威哲学中具有极其重要的地位,正是借由"探究",杜威实现了对传统认识论科学化、实践化的改造,将"实验性的探究"置于认识论的内核,构建了"探究认识论",从而扭转了传统认识论的"知识旁观者"困局,实现了对传统教育的革新。本文认为"探究"具有作为动因的"由问题情境引发的‘解题’的需要"、"实验性的亲历者认识论"的实质、"理智"的保障、"思维五阶段法"的模式与作为结果的"有根据的断言"五个维度并对其进行了初步探讨,借此显明"探究"与"学习"的一致内涵及同构进路,并尝试以此五维度完整建构杜威哲学认识论及其探究学习观链条。最后在此基础上点明了杜威"探究学习"、"做中学"及其"参与性认知"的同源异流、多面会通之体要。
Dewey's philosophy is the general theory of education. Inquiry plays an extremely important role in Dewey's philosophy. Using Inquiry as a significant theoretical tool, Dewey achieved the transformation which made traditional epistemology more scientific and practical. He also argued that experimental inquiry is the key concept of epistemology, which formed the epistemology of inquiry. His theoretical innovation reversed the knowledge bystander dilemma of traditional epistemology. This is certainly a realized innovation of traditional education. This paper gives a preliminary discussion concerning five dimensions of inquiry which includes the need of problem-resolving arise from probable environment, the essence of the essential of an experimental epistemology which needs to explore it in person, the protection of reason, the mode of five phase of thinking, and the result of warranted assertion. This paper also explains the consistent conceptualization and homomorphic approach of inquiry and learning. The aim of this paper is to construct a complete epistemological chain by five dimensions, which includes Dewey's philosophy and Inquiry Learning. Finally, this paper identifies difference about Dewey's Inquiry Learning, Learn by Doing and Participatory Cognition, and focus on the same character and essential interlink of those opinions.
作者
邹红军
柳海民
ZOU Hongjun, LIU Haimin(Faculty of Education, Northeast Normal University, Changchun, 130024, Chin)
出处
《全球教育展望》
CSSCI
北大核心
2018年第5期56-70,共15页
Global Education
基金
中国基础教育质量监测协同创新中心课题"县域义务教育质量测评及影响因素调查研究"阶段性成果
关键词
传统认识论
探究认识论
探究
探究的维度
探究学习的维度
the traditional epistemology
epistemology of inquiry
inquiry
the dimensions of inquiry epistemology
the dimensions of inquiry learning