客观与主观：当代课程哲学的两种知识观评析

Objectivity and Subjectivity：An Analysis of Two Theories of Knowledge in Modern Curriculum Philosophy

知识观分歧的日益尖锐化，客观上要求今天对课程改革的任何一种判断必须给出其知识论根据。本文以“王钟之争“为切入点，在梳理传统派和改革派知识观分歧的基础上，详析了客观主义与主观主义的基本主张及其认识论根据，指出知识的客观性与主观性问题背后的核心问题是真理问题；进而从剖析互动的知识观之由来及其与传统知识观的分歧入手，将分歧的关键定位于知识的独立自在性问题方面；最后以波普尔的“世界3“为根据，给出消解分歧的一种建议。

With the divergence of the Theories of Knowledge being increasingly acute， any judgment on the reform of curriculum is objectively required to provide the foundations of its knowledge. By using the arguments between Professor Wang & Professor Zhong， whose views reflect the divergence of theory of knowledge between tradition and reform parties， as a starting point， this essay conducts an analysis of the main propositions and grounds of epistemology of objectivism and subjectivism. The author first points out that the focus behind the objectivity and subjectivity of knowledge is the matter of truth， and then dissects the origin of Interactive knowledge view and its difference from traditional knowledge in order to indicate that the core disparity of their debates in on the independence and self—existence of knowledge. Finally， based on Popper’s World 3， the author suggests a solutions to the divergence.