【摘要】：在教育視域中,創(chuàng)新有其特性,不僅指結(jié)果維度上的新穎性,更強(qiáng)調(diào)主體維度上的自主性、過(guò)程維度上的發(fā)展性以及功能維度上的應(yīng)用性。當(dāng)今學(xué)校的創(chuàng)新教育有四點(diǎn)不足:過(guò)于強(qiáng)調(diào)累積客觀化、理性化知識(shí)導(dǎo)致學(xué)生的自我渺小感,"自我"作為意識(shí)對(duì)象的缺位導(dǎo)致"認(rèn)識(shí)你自己"被遮蔽,復(fù)雜化與簡(jiǎn)單化雜糅的價(jià)值判斷助長(zhǎng)了拒絕思考的學(xué)習(xí)態(tài)度,而結(jié)構(gòu)性認(rèn)識(shí)的缺失在使世界淪為無(wú)意義碎片的同時(shí),在客觀上又嚴(yán)重抑制了學(xué)生的創(chuàng)新能力培育。培養(yǎng)學(xué)生的創(chuàng)新意識(shí)和能力,需要從價(jià)值論、認(rèn)識(shí)論、實(shí)踐論三個(gè)維度入手,從人的整體性存在理解創(chuàng)新,并以完整的人的培養(yǎng)為創(chuàng)新前提、以有活力的知識(shí)為創(chuàng)新基礎(chǔ)、以理解塑造生活世界為創(chuàng)新源泉。
[Abstract]:In the field of education, innovation has its own characteristics, which not only refers to the novelty of the result dimension, but also emphasizes the autonomy of the subject dimension, the development of the process dimension and the application of the functional dimension. There are four deficiencies in innovative education in today's schools: too much emphasis on the accumulation of objectivity, rational knowledge leads to students' sense of self-insignificance, and the absence of "self" as a conscious object causes "knowing yourself" to be obscured. The value judgment of complexity and simplification encourages the learning attitude of refusing to think, and the lack of structural cognition not only makes the world become a meaningless fragment, but also seriously inhibits the cultivation of students' creative ability objectively. To cultivate students' innovative consciousness and ability, we should start with three dimensions of value theory, epistemology and practice theory, understand innovation from the whole existence of human beings, take the cultivation of complete human beings as the premise of innovation, and take vigorous knowledge as the basis of innovation. To understand and shape the world of life as a source of innovation.
【作者單位】： 中國(guó)教育科學(xué)研究院;清華大學(xué);
【基金】：中國(guó)教育科學(xué)研究院科研業(yè)務(wù)費(fèi)專(zhuān)項(xiàng)基金課題(GYI2016027)
【分類(lèi)號(hào)】：G40

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