知识教学：文化哲学的检讨与出路

Knowledge Teaching：A Review on the Cultural Philosophy and Its Development

基础教育课程与教学改革推进至今，知识教学作为主要变革问题浮现出来。但当前实践中，有关知识本位论、授受模式论与灌输后果论等错位性认识，阻碍了它的合理改善与有效实施。这些误识容易诱发”非知识教学论””反知识教学论”等非理性思潮。澄清这些问题，要求反思性坚持、张扬知识本位论，合理显现教学的知识过程与知识的教学价。文化哲学的思想资源和方法，超越传统知识理解的实体本体论与二元对立思维方式，阐明了知识作为人类文化总体表征的人性价值，指示了知识教学促进学生发展的文化统一本性与功能。科学发展观作为现时代的文化精神，则具体指明了知识教学寻求科学发展的文化性道路，建立起同声相应的学生观、学习观、知识观和教学观。

With the progressing of curriculum an teaching reform of basic education， knowledge teaching has arisen as a major issue. However， in the current practice， misunderstanding about knowledge─based theory， gave─and─accept mode theory and infusing result theory has hindered its reasonable improvement and effective implementation， which is likely to result in the non─rational thoughts such as the teaching theories of “non─knowledge” and “anti─knowledge”. To clarify these problems， it is required to insist and advocate the knowledge─based theory reflectively， and rationally bring forth the knowledge process of teaching and the teaching value of knowledge. The thinking resources and methods of cultural philosophy go beyond the entity─based theory and the thinking mode of duality opposition， clarifying the humane value of knowledge as the representation of the human culture as a whole， and indicating the unification nature and function of knowledge teaching in promoting student development. As the contemporary cultural spirit， the theory of scientific development， and is establishing the corresponding concepts of student， learning， knowledge and teaching.