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学科与科学、学科知识与科学知识的内涵不同。学科知识有符号、逻辑、描述与解释、意义与价值四个依次递进的层级结构,在学科教学中我们一般只关注前三个内在结构,较少涉及学科知识的意义与价值。与科学知识相比,学科知识有鲜明的教育学立场,其生命性与主体性、过程性与生成性、发展性与文化性特征要求我们必须要从“质疑与对话”“建构与生成”以及挖掘学科知识的“道德意义及文化价值”等方面开展深层教学。
Discipline and science, subject knowledge and scientific knowledge have different meanings. Subject knowledge has four levels: symbol, logic, description and interpretation, meaning and value. In the subject teaching, we generally only focus on the first three internal structures, and less on the significance and value of subject knowledge. Compared with the scientific knowledge, the subject knowledge has a distinct educational standpoint. Its life and subjectivity, procedural and generative, developmental and cultural characteristics require that we must construct from the “questioning and dialogue” Generate “and mining knowledge ” moral significance and cultural value "and other aspects of deep teaching.