摘要
基于实地观察和脑科学理论,本文提出中国学生知识结构存在两个脱节:传统文化知识与生活经验脱节;传统文化知识与现代人文、科学知识脱节。因此,课程教学改革面临三个层面的知识重构任务:不同知识点之间、不同科目之间、中西文化之间。鉴于西方国家目前基础教育内容最基本的结构框架是"重演西方社会发展史",全球化时代的中国乃至全世界需要的是"重构人类文化史"。通过跨文化"虚拟探究",可以将中国学生头脑中零散的知识建立起一个统领德育与智育、语文与科学等各科的体系。
There are ＂two gaps＂ within present Chinese students＇ knowledge structure： the gap between the Chinese traditional knowledge and life experience of students, and the gap between modem scientific knowledge and the traditional knowledge. In order to fill the two gaps, this paper expounds Knowledge Reconstruction task in education at three levels, i.e. in the same subjects, among various subjects, and linking the Chinese with Western cultures. While the basic framework of educational content structure in western countries presents as ＂recapitulation of Western history＂, the Chinese one should be ＂ reconstruction of cultural history for human beings as a whole ＂ through ＂virtual inquiry＂ to make the scattered knowledge of the students＂ integrated into a unified system, which can combine moral education and intellectual education, literature and science education etc. with a consistent principle.
出处
《教育发展研究》
CSSCI
北大核心
2014年第21期13-17,共5页
Research in Educational Development
基金
江苏省"2011计划""基础教育人才培养模式协同创新中心"资助的研究成果
关键词
中国学生
知识结构
跨文化认知
虚拟探究
Chinese student, knowledge structure, cross-cultural cognition, virtual inquiry
