教学认识论的当代转向从知识论到生成论.docVIP

教学认识论的当代转向从知识论到生成论 ——牛成论教学哲学的认识论镜像 The Modern Turn in Teaching-learning Epistemology:From Epistemologyto Generativism: The Epistemological Mirror-image of GenerativeTeaching-learning Philosophy 张晓洁/张广君 张晓洁，华南师范大学教育科学学院博士生；张广君，华 南师范大学教育科学学院教授，博士生导师。广州510631 原文出处 《教育研究》（京）2017年第20177期 第130-138页 内容提要 以往的教学认识论将教学过程的本质理解为学生特殊的认 识过程，具有其历史合理性与进步意义，同时也遭遇了根 源于知识论哲学的基础性困境。基于当代生成论哲学尤其 是生成论教学哲学的整体立场，生成论教学哲学的教学认 识论一一生成论教学认识论，以生成性、关系性思维为核 心，扬弃进而整体重构教学认识论的方法论基础，在内涵 上表现为生成性、实践性、关系性和超越性等内在规定性, 在外延上展现出在教学认识、教学关系、教学职能及教学 知识等方面的创新元素，从而努力地追求、参与、体现并 力推当代教学认识论从知识论向生成论的整体转向。 The nature of teaching-learning process is understood as the process of students cognition in the traditional Teaching-learning Epistemology. It has the historical rationality and the progressive significance, but also shows some fundamental difficulties which are rooted in the epistemological philosophy. Based on contemporary generativism philosophy,especially the ideological premise of the generative teaching-learning philosophy(GTP),teaching-learning epistemology of GTP-gcncrativc teaching-learning epistemology, in which the generative and relational thinking as the core,sublets and overly reconstructs the methodology foundation of teaching-learning epistemology. In connotation, it has intrinsic stipulations such as generative, practical, relational and transccndcntal. In extension, it shows innovative elements，such as teaching-learning knowing, tcaching-learning relationships, teachinglearning functions and teaching-learning knowledge. Then it pursues,participates, and promotes diligently the modern turn in teaching-learning cpistcmology from epistemology to generativism. 名称《教育学》 复印期号2018年01期 教学认识论/生成论教学哲学/生成论教学认识论/知识论/ 生成论/teachingTearning epistemology/generative teaching-learning philosophy(GTP)/generative teachingTearning epistemology/epistemology/generat ivi sm 标题 本文系教育部人文社会科学研究规划基金项目“屮外教学 哲学思想的诠释整合与本土理论建构”（项目编号 15YJA880101）研究成果。 作为一种教学哲学理论,以往的教学认识论将教学过程理解为学生特殊的认识 过程，为教育教学实践确定了 一个有价值的组织具体教学活动的制高点[1],也