认识论资源的研究进路及其教学启示

The Research Route of Epistemological Resources and Its Pedagogical Enlightenments

认识论资源是教学论研究日渐兴起的一个概念。21世纪以来,受认识论发展研究的低龄转向与社会转向的影响,相关研究更加关注个体认识论的内在发展机制,进而形成了"认识论资源"概念。在这一视角下,原始经验是认识论的组成材料,社会环境调控认识论的组成方式,认识论形态被视为局部连贯激活的认识论资源网络,认识论发展被视为调用与协调认识论资源。上述观点为教学提供了相关启示,一是重视教师指导下学生基于认识论实践建构知识的过程;二是凸显整合背景要素、认知要素和社会要素的教学情境;三是利用对话教学捕捉学生话语,并解构其认识论发展水平。

Epistemological resources is a newly emerging concept in the field of pedagogical research.Since the 21st century,under the influence of young turn and social turn in the epistemic development research,the mechanisms of epistemic development have received more attentions,and then a concept of epistemological resources is put forward by recent studies.In this perspective,the primitive experience is the material of epistemology and the social environment regulates the composition of epistemology.In particular,the epistemic form is regarded as locally coherent networks of epistemological resources activation and the development of epistemology is regarded as invoking and coordinating epistemological resources properly.The above perspectives provide us with following pedagogical enlightenments:first,attaching importance to the process of constructing knowledge in the epistemic practices under the guidance of teachers;second,highlighting the teaching situation of integrating background elements,cognitive elements,and social elements,and third,using dialogue teaching to capture students’ discourse and deconstruct their epistemic development levels.