知识增长方式的转变与教育变革

Transformation in Knowledge Growth Mode and Educational Change

20世纪90年代以来，人们日益认识到在[后工业社会]和[信息社会]中，知识，特别是新知识已经逐渐地取代了权力和金钱，成为社会进步的主导性力量。以高新技术产业为支柱的知识经济和知识社会初露端倪。对新知识和创造性人才的争夺也已经成为国际竞争的新热点。以培养学生创造性素质为目标的教育改革成为世界各国面向21世纪教育改革的共同主题。在此背景下，本文主要考察20世纪中叶以来人类知识增长方式从现代向后现代的重要转变，在此基础上分析当代创新教育改革的一些基本问题，以便为我国的创新教育改革提供一个新的认识论基础。

Since the mid-20 century， a fundamental change in knowledge growth mode has taken place， from accumulating growth to critical growth， from one-sided rational process to integrated rational and non-rational process，from subject-specific growth to comprehensive growth， from absolute aim-oriented to open critique-oriented， from pure individual knowledge-seeking process to social knowledge-seeking process. This new kind of knowledge growth mode becomes the basis of epistemology for current creative education， so we should put emphasis on the cultivation of a sense of critique of taught knowledge， a sense of integration，a sense of cooperation in the aim of educational reform; should insist reflective and cooperative teaching in teaching activity.