摘要
以帮助"主体人"更好地习得知识为目标,从"主体人"之"知识何以习得"的哲学追问出发,以知识的相关认识论为基础,对基于信息加工理论的知识模型进行深化改造。通过实例分析,归纳出知识模型中知识内容应该包括知识的经验层面、情境层面、理论层面和表征层面,并通过文献分析法阐述知识的四个层面的内涵。基于建构主义知识观对直接交互习得、表征习得、模型交互习得和模仿交互习得等四种知识习得范式展开讨论,并在具体的知识习得过程中,根据个体认知范围和认知程度变化所反映的思维逻辑建构具体的知识模型。
In order to help the"subject"to acquire knowledge better and on the basis of the relevant epistemology of knowledge,this paper starts from the philosophical inquiry of"how to acquire knowledge"of the"subject",and further reforms the knowledge model based on information processing theory.Through the analysis of examples,it is concluded that the knowledge content in the knowledge model should include the empirical level,the contextual level,the theoretical level and the representational level of knowledge,and the connotation of the four levels of knowledge is explained through literature analysis.Based on the constructivist view of knowledge,four paradigms of knowledge acquisition are discussed,namely,direct interactive acquisition,representation acquisition,model interactive acquisition and imitation interactive acquisition.In the specific process of knowledge acquisition,a specific knowledge model is constructed according to the thinking logic reflected by the change of individual cognitive scope and cognitive degree.
作者
管林波
GUAN Linbo(Department of Civil Engineering,Tongji Zhengjiang College,Jiaxing Zhejiang 314051)
出处
《电化教育研究》
CSSCI
北大核心
2020年第10期29-35,共7页
E-education Research
关键词
知识模型
知识的经验层面
知识的情境层面
知识的理论层面
知识的表征层面
Knowledge Model
Empirical Level of Knowledge
Contextual Level of Knowledge
Theoretical Level of Knowledge
Representational Level of Knowledge
