研究性教学中的“知识生成性”探析

An Analysis of “Knowledge Generation” in Research-Oriented Teaching

研究性教学是生成性教学,强调知识的生成性,指的是既定知识经过研究性加工新产生的意义系统,是知识离开哲学认识论范围进入教育学领域后心理学化的过程。知识生成性在学生那里表现为以问题为核心的认知变化,以方法为核心的能力变化,以价值取向为核心的道德情感变化以及渗透于三者之中的创造性追求。为此,教师要备足教学认知过程,留足学生思考余地,在课堂教学中监控课堂,释放学生的思维能量,善于发现并呈现学生的收获。

Research-oriented teaching is generative teaching which emphasizes the generative nature of knowledge.The generative nature of knowledge refers to the new meaning system produced by established knowledge after research-based processing.It witnesses the variable attributes of established knowledge,clarifies the generated content of established knowledge,and discusses the method for the established knowledge to be studied and processed.From the perspectives of philosophical epistemology and pedagogy,this paper analyzes the causes and expressions of knowledge generation and the generative path of knowledge with the theories relevant to thinking creation in cognitive psychology.