發(fā)布時間：2018-03-11 04:28

  本文選題：教學(xué)認識論　切入點：知識學(xué)習(xí)　出處：《四川師范大學(xué)學(xué)報(社會科學(xué)版)》2017年01期 　論文類型：期刊論文

【摘要】：對于發(fā)展學(xué)生核心素養(yǎng)這一時代要求,知識學(xué)習(xí)仍然有其重要的積極作用。特別是對思維能力的培養(yǎng),必須依靠對于復(fù)雜知識結(jié)構(gòu)的清晰把握。知識的符號化本質(zhì)決定了:惟有促使學(xué)生掌握抽象思維的能力,才能夠令學(xué)生達致對知識的深刻領(lǐng)悟及建立系統(tǒng)的知識結(jié)構(gòu)。而教師的言語講授,正是引導(dǎo)學(xué)生思維脫離具體依賴、走向主動抽象的關(guān)鍵因素,并能夠簡化知識的抽象層級,減輕學(xué)生認知負擔(dān)。同時,在學(xué)生安靜聆聽的表象背后,其實隱藏著十分積極、主動的思維過程。
[Abstract]:Knowledge learning still plays an important and positive role in the development of students' core literacy, especially the cultivation of thinking ability. We must rely on a clear grasp of the structure of complex knowledge. The symbolic nature of knowledge determines only the ability of students to master abstract thinking. Only then can the students achieve a profound understanding of knowledge and establish a systematic knowledge structure. The teacher's speech teaching is the key factor leading students' thinking away from concrete dependence to active abstraction, and can simplify the abstract level of knowledge. At the same time, behind the appearance of quiet listening, there is a very active and active thinking process.
【作者單位】： 北京教育科學(xué)研究院基礎(chǔ)教育教學(xué)研究中心;
【分類號】：G420
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本文編號：1596588