反思”知识建构论”的教学意蕴

Reflection on the Significance of Knowledge Construction Theory in Teaching

从知识形成角度，当前知识观上流行一种”知识建构论”。反映在学校教学中，与之紧密相联的知识获得观，随即强调知识不具有传授性，只有通过建构式学习，学生才能获得知识。细究此说法，显然与长期教学实践探索出来的教学规律不相符。分析这种学习观的出现，其理论根源就在于过分肯定了”知识建构论”的教学意蕴，而忽视了”知识建构论”自身固有的理论局限性。坚持以辩证唯物认识论为指导，反思”知识建构论”，则有益于重新认识知识形成和获得的机制。反映在学校教学中，则有助于澄清对知识传授的误解，以及认清知识传授与学生建构式学习观念之间相得益彰的教学意蕴。

Knowledge Construction as a theory concerning the formation of knowledge is popular among the current views of knowledge， leaving its influence upon school teaching which adopts the view of knowledge acquiring and emphasizes that knowledge cannot be taught and only through constructive learning can students acquire knowledge. However， this theory obviously goes against the teaching pattern discovered in the long─term teaching practice. The learning view came into existence owing to its overestimation of the significance of knowledge construction in teaching and the underestimation of its limitation on theoretical basis. It is beneficial to give the mechanism of knowledge formation and acquisition a second recognition under the guidance of dialectical materialism. Reflected in the school teaching， it will help to clarify the misunderstanding of knowledge teaching and recognize the complementary significance of knowledge teaching and constructive learning.