【摘要】：近年來,學(xué)生實(shí)踐能力的培養(yǎng)日益引起人們的關(guān)注,但已有的培養(yǎng)舉措更多側(cè)重于通過課外實(shí)踐活動(dòng)、“綜合實(shí)踐活動(dòng)課”等來進(jìn)行,而很少?gòu)闹R(shí)教學(xué)的角度去探求實(shí)踐能力的培養(yǎng)路徑。現(xiàn)行的知識(shí)教學(xué),也不是以應(yīng)用知識(shí)和培養(yǎng)學(xué)生的實(shí)踐能力為核心目標(biāo),而主要或僅僅只是從知識(shí)掌握和認(rèn)知發(fā)展的角度,去設(shè)計(jì)、組織、實(shí)施和評(píng)價(jià)教學(xué)。實(shí)際上,在當(dāng)今知識(shí)經(jīng)濟(jì)和科技飛速發(fā)展的時(shí)代,學(xué)生實(shí)踐能力的培養(yǎng),還需要立足于知識(shí)教學(xué)這一微觀層面,從知識(shí)運(yùn)用的角度來進(jìn)行認(rèn)識(shí)。而知識(shí)教學(xué),除了培養(yǎng)學(xué)生的認(rèn)知能力外,顯然更應(yīng)關(guān)注學(xué)生學(xué)了知識(shí)之后走入生活、走入社會(huì)或在工作中要能運(yùn)用。這才是對(duì)知識(shí)學(xué)習(xí)的生活意義的一種體現(xiàn)和追求。圍繞“知識(shí)運(yùn)用和實(shí)踐能力培養(yǎng)”這一核心問題,本論文從新中國(guó)成立以來知識(shí)教學(xué)的實(shí)然取向及其存在的問題入手,探討了知識(shí)教學(xué)轉(zhuǎn)向?qū)嵺`能力培養(yǎng)的必要性和知識(shí)轉(zhuǎn)化為實(shí)踐能力的機(jī)制,在此基礎(chǔ)上進(jìn)一步探討了相應(yīng)的知識(shí)學(xué)習(xí)方式變革和知識(shí)教學(xué)變革及其所需要的內(nèi)外部條件。全文除引言外,分五個(gè)部分： 第一章主要探討了知識(shí)教學(xué)的目標(biāo)轉(zhuǎn)向及其必要性。鑒于目標(biāo)在教學(xué)中的重要性,本章從知識(shí)教學(xué)的目標(biāo)定位入手,在簡(jiǎn)要回顧和梳理新中國(guó)成立以來不同歷史階段知識(shí)教學(xué)的實(shí)然取向的基礎(chǔ)上,論文提出,傳統(tǒng)的知識(shí)教學(xué)主要以培養(yǎng)“知識(shí)人”、“認(rèn)知體”或“認(rèn)知主體”為目標(biāo),而基本忽視了實(shí)踐能力的培養(yǎng)；在知識(shí)教學(xué)中確立實(shí)踐能力培養(yǎng)目標(biāo),不僅適應(yīng)了新型實(shí)踐形態(tài)對(duì)人的實(shí)踐能力的要求,體現(xiàn)了知識(shí)教學(xué)的生活意義,也有助于克服學(xué)生的認(rèn)知“失靈”問題。因此,知識(shí)教學(xué)在目標(biāo)上需要轉(zhuǎn)向培養(yǎng)學(xué)生的實(shí)踐能力。 第二章主要是就知識(shí)教學(xué)與實(shí)踐能力培養(yǎng)關(guān)系的已有認(rèn)識(shí)進(jìn)行了梳理和分析。本章先對(duì)中外教育中知識(shí)教學(xué)與實(shí)踐能力培養(yǎng)的關(guān)系進(jìn)行了歷史的檢視,進(jìn)而從當(dāng)代一些理論研究對(duì)知識(shí)教學(xué)和實(shí)踐能力關(guān)系的認(rèn)識(shí)中,探尋理解二者關(guān)系的趨勢(shì)和新的動(dòng)向,以此來指導(dǎo)我們的研究。 第三章重在分析知識(shí)的運(yùn)用及其轉(zhuǎn)化為實(shí)踐能力的機(jī)制。這是本研究的核心和基礎(chǔ)部分。要使知識(shí)教學(xué)在學(xué)生實(shí)踐能力發(fā)展上的價(jià)值由可能性轉(zhuǎn)化為現(xiàn)實(shí)性,需要明確：外在的理論知識(shí)和他人經(jīng)驗(yàn)如何轉(zhuǎn)化為學(xué)習(xí)者個(gè)體的實(shí)踐能力?該過程受到哪些要素或條件的影響與制約?基于對(duì)這些問題的思考,本部分從縱橫兩個(gè)維度對(duì)知識(shí)轉(zhuǎn)化為實(shí)踐能力的機(jī)制進(jìn)行了揭示。從縱向維度看,知識(shí)運(yùn)用于解決實(shí)際問題的一般過程包含六個(gè)主要環(huán)節(jié)：運(yùn)用知識(shí)感知問題情境、發(fā)現(xiàn)問題并確認(rèn)知識(shí)運(yùn)用的目標(biāo)狀態(tài)、結(jié)合已有知識(shí)和情境資源生成問題解決方案、對(duì)問題解決方案的可行性進(jìn)行辯護(hù)、將方案付諸實(shí)施、監(jiān)控和調(diào)整方案并最終運(yùn)用知識(shí)解決問題；這六個(gè)環(huán)節(jié)并非線性的,而是以反思為媒介形成各環(huán)節(jié)間的“回路”；通過各環(huán)節(jié)的往復(fù),知識(shí)運(yùn)用過程得以不斷調(diào)整和修正,直至最終達(dá)到目標(biāo)狀態(tài)。從橫向維度看,實(shí)際問題解決中知識(shí)運(yùn)用的方式主要有直接運(yùn)用、變式運(yùn)用、重構(gòu)運(yùn)用和綜合運(yùn)用,實(shí)際問題解決中知識(shí)運(yùn)用的過程和方式體現(xiàn)了知識(shí)、實(shí)踐、創(chuàng)新三者的統(tǒng)一；影響知識(shí)運(yùn)用的主體變量主要包括直接經(jīng)驗(yàn)、情境感知能力、操作能力、交往能力和反思能力,實(shí)際問題解決中知識(shí)的運(yùn)用需要綜合考慮并結(jié)合這些變量才能順利進(jìn)行。 第四章主要探討了旨在知識(shí)運(yùn)用的知識(shí)學(xué)習(xí)過程的變革。在對(duì)知識(shí)掌握的認(rèn)知性標(biāo)準(zhǔn)、簡(jiǎn)單化方式和單一過程類型的反思性批判的基礎(chǔ)上,論文提出,不同類型的知識(shí)需要有不同的學(xué)習(xí)標(biāo)準(zhǔn)、學(xué)習(xí)方式和學(xué)習(xí)過程；從知識(shí)實(shí)際運(yùn)用的角度看,知識(shí)往往表現(xiàn)出復(fù)雜性和情境性,相應(yīng)地,知識(shí)的學(xué)習(xí)也會(huì)存在很大差異,因此,知識(shí)學(xué)習(xí)過程的展開和學(xué)習(xí)方式的使用需要考慮知識(shí)的復(fù)雜性和情境性�；趯�(duì)前面知識(shí)學(xué)習(xí)現(xiàn)狀的反思以及知識(shí)性質(zhì)的認(rèn)識(shí),有必要改造知識(shí)學(xué)習(xí)過程,以“用中學(xué)”重建知識(shí)學(xué)習(xí)理念和學(xué)習(xí)方式；“用中學(xué)”是旨在知識(shí)運(yùn)用和實(shí)踐能力發(fā)展的一種重要的知識(shí)學(xué)習(xí)方式,其過程體現(xiàn)了學(xué)習(xí)者將公共知識(shí)轉(zhuǎn)化為自身的觀念和行動(dòng),進(jìn)而實(shí)現(xiàn)自身社會(huì)化的過程,在該過程中,學(xué)習(xí)者實(shí)現(xiàn)著知識(shí)學(xué)習(xí)與實(shí)踐能力的雙向建構(gòu)。 第五章的主題是“指向知識(shí)運(yùn)用與實(shí)踐能力培養(yǎng)的教學(xué)變革”。主要是根據(jù)前面有關(guān)旨在知識(shí)實(shí)際運(yùn)用的知識(shí)學(xué)習(xí)活動(dòng)的變革,探討如何調(diào)整和變革知識(shí)教學(xué)體系,為學(xué)生知識(shí)運(yùn)用和實(shí)踐能力的發(fā)展創(chuàng)造教學(xué)條件,同時(shí),從知識(shí)教學(xué)體系變革系統(tǒng)的外部環(huán)境系統(tǒng)來進(jìn)一步探討學(xué)生實(shí)踐能力培養(yǎng)所需要的各種支撐條件。
[Abstract]:In recent years, the cultivation of students'practical ability has attracted more and more attention, but the existing training measures are more focused on extracurricular practical activities, "comprehensive practical activity class" and so on, and seldom from the perspective of knowledge teaching to explore the cultivation path of practical ability. In fact, in the era of knowledge economy and rapid development of science and technology, the cultivation of students'practical ability needs to be based on the micro-level of knowledge teaching and from the perspective of knowledge application. Knowledge teaching, apart from cultivating students'cognitive ability, should pay more attention to students' entering life after learning knowledge, entering society or working in order to be able to use it. This is a reflection and pursuit of the life meaning of knowledge learning. Starting with the actual orientation of knowledge teaching and its existing problems since the founding of New China, this paper discusses the necessity of knowledge teaching turning to practical ability cultivation and the mechanism of knowledge turning into practical ability. On this basis, it further discusses the corresponding changes in knowledge learning methods, knowledge teaching reform and the internal and external requirements. In addition to the preface, the full text is divided into five parts:
The first chapter mainly discusses the goal turn of knowledge teaching and its necessity. In view of the importance of the goal in teaching, this chapter starts with the goal orientation of knowledge teaching. On the basis of reviewing and combing the actual orientation of knowledge teaching in different historical stages since the founding of New China, the paper puts forward that traditional knowledge teaching mainly focuses on training. "Intellectual person", "cognitive body" or "cognitive subject" is the goal, but basically ignores the cultivation of practical ability. Establishing the cultivation goal of practical ability in knowledge teaching not only meets the requirement of the new practical form to human practical ability, but also embodies the life significance of knowledge teaching and helps to overcome students'cognitive "failure". Therefore, knowledge teaching needs to turn to the training of students' practical ability.
The second chapter is mainly to sort out and analyze the existing understanding of the relationship between knowledge teaching and practical ability cultivation. This chapter first makes a historical review of the relationship between knowledge teaching and practical ability cultivation in Chinese and foreign education, and then explores the relationship between knowledge teaching and practical ability cultivation from some contemporary theoretical studies. The trend and new trend of this system will guide our research.
Chapter three focuses on the analysis of the application of knowledge and the mechanism of its transformation into practical ability, which is the core and basic part of this study. Based on the consideration of these problems, this part reveals the mechanism of knowledge transforming into practical ability from vertical and horizontal dimensions. The six links are not linear, but are formed through reflection. From the horizontal dimension, the main ways of knowledge application in practical problem solving are direct application, variant application, reconstruction and comprehensive application, and the process and method of knowledge application in practical problem solving. It embodies the unity of knowledge, practice and innovation, and the main variables influencing the use of knowledge include direct experience, situational awareness, operational ability, communicative ability and reflective ability.
The fourth chapter mainly discusses the changes in the process of knowledge learning aiming at the use of knowledge.On the basis of introspective criticism of the cognitive standards of knowledge mastery, simplification methods and single process types, the paper proposes that different types of knowledge need different learning standards, learning methods and learning processes. Knowledge is often complex and contextual. Accordingly, knowledge learning is also very different. Therefore, the development of knowledge learning process and the use of learning methods need to consider the complexity and situation of knowledge. The process is to rebuild the concept of knowledge learning and the way of learning by "using middle school". The "using middle school" is an important way of knowledge learning aiming at the application of knowledge and the development of practical ability. The process embodies the process of learners transforming public knowledge into their own ideas and actions, and then realizing their own socialization. Realize the two-way construction of knowledge learning and practical ability.
The fifth chapter is about "the teaching reform directing to the application of knowledge and the cultivation of practical ability". It mainly discusses how to adjust and reform the knowledge teaching system according to the changes of knowledge learning activities aiming at the practical application of knowledge, so as to create teaching conditions for the students'knowledge application and the development of practical ability, and at the same time, from the knowledge teaching body. Departments change the external environment system of the system to further explore the various supporting conditions needed for students'practical ability training.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2011
【分類號(hào)】：G424

【引證文獻(xiàn)】

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