教学理论分析的“知识传统 问题清理与视阈转向.docx

Abstract We have fOund it difficultωdiscern Or dialyze the trickiness deeply-root- ed in the problem ，sO it is nOt enOugh Only tO grasp the surtace Of 也.e problem and keep it untOuched. 咀lUS we have tO cOmpletely ‘ uproot and uncOver it ， which re甲llres usωcOnsid.er it frOm a new angle. What puzzles us is just hOw tO fmd Out 由is kind Of new 也inking. H we express Ourselves in a new way ， the Old problem and the language may be discarded. In出is way we have fOrmed a route which nOt Only ge恒 tO the bottOm Of the matter but alsO tries tO find Out its essence. During 由is process text adheres tO nOtiOn. We have ω unscramble the plight Of 由四可Of instructiOn ，which is hardωget rid Of ， 出rough text. SO we are required tO dO sOme ‘ verbal transfer. And the stand is tO examine the text cOrrecùy. In a matt凹Of fact ，出e。可fO instruc- tiOn have sOmething ωdO wi出 knOwledge ，sO it is certain tO study this matter 仕om 出e angle Of ‘ knOwledge. In the view of above-mentioned facts ，this research bases on 由e 岛Uo时ng pOints: PrOblem is the mOther Of knOwledge and the estahlishment Of the problem relies On 由e understanding Of 由ω可Of instructiOn as knOwledge. It is unnec- ess缸Y tO dO the research if there is nO problem. In the field Of 由e。可fO in- structiOn ，problems manifest in 由e fOllO时ng aspec恒: Subject and Object: Subject refers tO也回可Of instructiOn while Object cOncerns wi由teaching meth- ods: 币le tan硝ng Of bo也 produces questiOns; ‘ Tme rFdse: 咀le true Or false propositi On is nOt Only the propOsitiOn Of epistemOlOgy but 由at Of knOwledge theories. In the te对s Of the。可fO instructiOn there exis恒 a large amOunt Of false knOwledge. We needs tO distinguish 也e true knOwledge frOm false One ，sO we put fOrw缸d a nOtiOnal framewOrk: we dO it since we knOw i恒 3 I- possib出ty; we dO it since we knOw its impOssibility; we dO nOt dO it because of its possibili可Or we dO nOt dO it because Of its impossibility; Styles: Text deals wi由 the dictiOn Of 出e。可fO instructiOn ，which inf1uence