论学生认识发展的活动机制

On the Activity Mechanism for Cognitive Development of Students

理性而深入地揭示活动基础上学生认识发展的实现机制，是教学活动理论乃至教学论研究的重要课题。从根本上讲，活动凭借它自身的二重性，并依靠认识结构与活动结构的同源同构、教学主体与教学客体之间的双向对象化、外部活动与内部活动之间的双向转化、学生个体的主动建构与师生之间的社会建构以及主体认知结构的同化与顺应5种机制，分别从认识的起源与发生、认识的建构与形成和认识的改进与转换三个方面，实现着学生的认识发展。准确地理解和运用这5种机制，将帮助我们提高教学活动设计的实践合理性。

Exploring rationally and deeply the realizing mechanism of students’ cognitive development based on activity is an important issue in the field of instructional activity theory and even the whole instructional theory. Fundamentally speaking， with the its duality and by five mechanisms， namely， the same origin and structure of cognition and activity， the interchanging of the roles of teaching and being taught， the mutual transformation of inner and outside activities， the initiative construction of individual student and the social construction of the teachers and students， and the assimilation and conformation of students’ cognitive structure， activity makes the realization of the students’ cognitive development in the aspects of the origin and development， the construction and formation， and the improvement and transformation of cognition. Understanding and applying the five mechanisms correctly will help us to improve the rationalization of the practice in instructional activity design.