本文選題：學(xué)習(xí)理解 + 學(xué)習(xí)文本�。� 參考：《華東師范大學(xué)》2010年博士論文

【摘要】： 作為特定的學(xué)術(shù)概念,理解性學(xué)習(xí)針對當(dāng)前學(xué)習(xí)理論研究的局限性和學(xué)習(xí)實(shí)踐中的問題而立。從已有的學(xué)習(xí)理論研究來看,不同學(xué)科自守“領(lǐng)地”,各得其“理”。比如心理學(xué)側(cè)重于學(xué)習(xí)心智過程的研究,腦科學(xué)側(cè)重學(xué)習(xí)的生理神經(jīng)機(jī)制研究,人類學(xué)側(cè)重人類整體學(xué)習(xí)活動研究。視角不同,結(jié)論各異,益損兼存。從學(xué)習(xí)實(shí)踐的問題來看,源自功利主義學(xué)習(xí)價值觀的誤導(dǎo)尤甚。這種學(xué)習(xí)價值觀表現(xiàn)為對學(xué)習(xí)功能的高度張揚(yáng)和對學(xué)習(xí)意義的放逐,導(dǎo)致學(xué)習(xí)的異化。在它的引導(dǎo)下,年輕一代學(xué)子形成唯經(jīng)濟(jì)、事功利的觀念和行為,把學(xué)習(xí)僅視為升學(xué)和就業(yè)的工具,忘卻了學(xué)生生命意義實(shí)現(xiàn)的本體論價值。從教育學(xué)視界來看,學(xué)校學(xué)習(xí)研究者力圖從上述學(xué)科理論研究的局限性和學(xué)習(xí)實(shí)踐的問題方面突圍,初步形成了存在主義學(xué)習(xí)論、關(guān)心學(xué)習(xí)論、三位一體學(xué)習(xí)論、經(jīng)驗(yàn)主義學(xué)習(xí)論等流派。它們盡管也有旨趣的差異,但具有共同特征即對學(xué)生整體性生命、學(xué)習(xí)關(guān)系的關(guān)注,強(qiáng)調(diào)認(rèn)知和存在統(tǒng)一的學(xué)習(xí)場域等。這些見解雖然沒有明確歸屬于理解性學(xué)習(xí),但內(nèi)含的關(guān)系、存在、意義、經(jīng)驗(yàn)等都是理解理論的重要概念,反映出強(qiáng)烈的“理解”訴求。 順應(yīng)這種訴求,本文以“理解”為核心,用學(xué)生的生命結(jié)構(gòu)代替認(rèn)知結(jié)構(gòu),使學(xué)習(xí)的視域由認(rèn)識擴(kuò)展開來,在理解的視域中尋找新的生長點(diǎn)。把“理解”作為統(tǒng)領(lǐng)學(xué)習(xí)理論建構(gòu)和實(shí)踐合理性論證的基本問題,圍繞理解是誤解和確解的對立統(tǒng)一和理解是學(xué)生在學(xué)校學(xué)習(xí)中詩意棲居的存在方式等方面探討,使得當(dāng)代學(xué)習(xí)論從認(rèn)知向理解轉(zhuǎn)向。 以理解為核心的學(xué)習(xí)即理解性學(xué)習(xí),是理解理論指導(dǎo)下的作為理解主體的學(xué)生在與學(xué)習(xí)文本的對話中生成學(xué)習(xí)意義,在認(rèn)知、感情和行為上籌劃并實(shí)現(xiàn)生命可能性的過程。理解理論包括科學(xué)理解論、人文理解論和實(shí)踐理解論�？茖W(xué)理解論是以解讀客觀事物為己任,以“正確性”即科學(xué)真理為理解標(biāo)準(zhǔn)的理論。人文理解論是以解讀人文作品進(jìn)而解讀人性為己任的堅(jiān)持“共識性”理解標(biāo)準(zhǔn)的理論。實(shí)踐理解論是以揭示實(shí)踐中的道德關(guān)系為己任,堅(jiān)持“接納性”理解標(biāo)準(zhǔn)的理論。以這些理論為基礎(chǔ)的理解性學(xué)習(xí),有其獨(dú)特的理論與實(shí)踐原則。 在這三種理論的共同指導(dǎo)下,理解性學(xué)習(xí)走向合規(guī)律性與合目的性的統(tǒng)一。它的合規(guī)律性表現(xiàn)為對學(xué)習(xí)中理解機(jī)制的把握,是合目的性實(shí)現(xiàn)的必要條件。而合目的性表現(xiàn)為理解性學(xué)習(xí)總是追求學(xué)生生命意義的實(shí)現(xiàn),是合規(guī)律性的必然結(jié)果。一方面,理解性學(xué)習(xí)的價值在于對真善美的追求。“求真”代表著對科學(xué)知識和真理的追求,是對學(xué)習(xí)者的智慧素質(zhì)的開發(fā)。“向善”主要是在理解人際文本的過程中,學(xué)生接受道德知識發(fā)展道德能力等,具有豐富的道德蘊(yùn)涵和德性考量�！吧忻馈笔菍γ赖膶徱�、追求與創(chuàng)造,在學(xué)習(xí)活動中往往具體化為激發(fā)動機(jī),調(diào)節(jié)感情。另一方面,從終極意義上說,理解性學(xué)習(xí)旨在實(shí)現(xiàn)學(xué)生生命的自由和自覺。自由體現(xiàn)為“人性完滿實(shí)現(xiàn)”的“至善”,是人類生命的內(nèi)在規(guī)定性在不斷發(fā)現(xiàn)自我、確證自我和實(shí)現(xiàn)自我的過程中實(shí)現(xiàn)生命的價值和意義。理解性學(xué)習(xí)對自由的追求體現(xiàn)為學(xué)生對學(xué)習(xí)規(guī)律和自我發(fā)展的明智認(rèn)識和自我調(diào)控；理解性學(xué)習(xí)中的自覺是對自發(fā)的超越,是在合理理性調(diào)控下的自悟自醒,表現(xiàn)為自主計(jì)劃、協(xié)調(diào)學(xué)習(xí)活動,遇到困難篤行不懈等。 理解發(fā)生在學(xué)校學(xué)習(xí)情景中,貫穿于學(xué)習(xí)過程,具有工具性和目的性、占有性和超越性、求真性和向善性、智慧性和感情性。理解性學(xué)習(xí)的基本問題是誤解和確解的矛盾運(yùn)動。這對矛盾是學(xué)習(xí)過程中各要素之間理解關(guān)系的高度集中。實(shí)際上,學(xué)習(xí)即解蔽,對包括不解和未解的一切誤解進(jìn)行重新理解,以增進(jìn)確解。誤解是絕對的,確解是相對的(具有時間檢驗(yàn)和情境參數(shù)),理解在誤解和確解的辯證運(yùn)動中實(shí)現(xiàn)。 深入分析,理解性學(xué)習(xí)有如下相互聯(lián)系的要素：一是理解性學(xué)習(xí)的目的,是學(xué)生整體生命結(jié)構(gòu)的和諧和生命素質(zhì)的完善,不斷將學(xué)生的可能生命轉(zhuǎn)化為現(xiàn)實(shí)生命。二是理解性學(xué)習(xí)的主體即學(xué)生,其表現(xiàn)為一般主體性和獨(dú)特的理解屬性的結(jié)合。學(xué)生的一般主體性既有通常說的以創(chuàng)造性等為標(biāo)志的主體性,又有以通融性等為標(biāo)志的主體間性。在理解性學(xué)習(xí)中,學(xué)生的主體性表現(xiàn)為不斷從“待證主體”向“現(xiàn)實(shí)主體”的轉(zhuǎn)變,也就是說,學(xué)習(xí)實(shí)踐活動是學(xué)生主體性的量不斷增加,從而引發(fā)質(zhì)的變化并確證自己的主體地位。學(xué)生獨(dú)特的理解屬性表現(xiàn)在學(xué)生與學(xué)習(xí)文本的“視域融合”,學(xué)生帶著自己的“前理解”接觸文本,通過向?qū)Ψ匠ㄩ_視域,求同存異,形成自己的新視域。三是理解性學(xué)習(xí)的資源,包括理解主體自身的創(chuàng)造性等在內(nèi)的一切可用于學(xué)生生命可能性的籌劃和實(shí)現(xiàn)的物質(zhì)和精神條件。不過,學(xué)習(xí)文本是最重要的資源之一。這里的文本特指存在于教育視界中的一切人、事、物,大致分為文化文本和人際文本。文化文本指一切與自然學(xué)科和人文學(xué)科相關(guān)的學(xué)習(xí)材料及活動,人際文本指一切與學(xué)生相關(guān)的人及其交往活動(通稱人際關(guān)系,涉及道德)。四是理解性學(xué)習(xí)環(huán)境,即立足理解發(fā)生場形成的理解型“學(xué)習(xí)共同體”。它以團(tuán)結(jié)、誠心合作和主體間一致為價值追求。 理解性學(xué)習(xí)是學(xué)生與學(xué)習(xí)文本之間“視域融合”過程。在這個過程中,教師的作用須臾不可忽略。教師對于學(xué)生的作用雖有抽象的,更有具體的,教師在具體的學(xué)習(xí)情景和實(shí)踐活動中,給予學(xué)生必要的點(diǎn)化與啟迪,,會加快學(xué)生生命意義的實(shí)現(xiàn)。即使是學(xué)生的學(xué)習(xí)主體地位的確立過程,也離不開教師的積極支持與促進(jìn)。 理解性學(xué)習(xí)過程主要遵循整體原則、真實(shí)原則和辯證原則。整體原則的要義是立足于學(xué)生的整體生命,在錯綜復(fù)雜的學(xué)習(xí)關(guān)系中進(jìn)行相互理解和自我理解,通過發(fā)展學(xué)生的感情、認(rèn)知和行為,籌劃并實(shí)現(xiàn)圍繞德智體全面發(fā)展彰顯的生命,可能性。真實(shí)原則的要義是堅(jiān)持學(xué)習(xí)與學(xué)生真實(shí)生活相聯(lián)系，，與學(xué)生真實(shí)的生命發(fā)展相一致,學(xué)生在追尋生命意義的過程中,不斷確證學(xué)習(xí)主體性。辯證原則的要義是堅(jiān)持對立統(tǒng)一的原則,在動態(tài)發(fā)展中展現(xiàn)學(xué)習(xí)活動的基本特征即德智統(tǒng)一,認(rèn)知和存在統(tǒng)一,主體性和主體間性統(tǒng)一。
[Abstract]:As a specific academic concept, understanding learning is based on the limitations of the current study theory and the problems in the learning practice. From the study of the existing study theory, the different disciplines are independent of the "territory", each has its "reason". For example, psychology focuses on the study of the learning mental process, and the brain science focuses on the physiological and neural machines of learning. In the study of system, anthropology focuses on the study of human overall learning activities. The perspective is different and the conclusions are different. From the point of view of the learning practice, the misleading from the utilitarianism learning values is especially obvious. This learning value is manifested by the high publicity of learning function and the exile to the learning significance, which leads to the alienation of learning. Under the guidance of the younger generation, the students of the younger generation form the concept and behavior of economic, utilitarian, learning only as a tool for higher learning and employment, and forget the ontological value of the realization of students' life meaning. From the perspective of pedagogy, school learners try to break through the limitations of the theoretical research on the above subjects and the problems of learning practice. It has formed the theory of existentialism, the theory of learning, the Trinity learning theory, the empiricism and other schools. Although they also have the difference of the purport, they have common features, namely, the attention to the whole life of the students, the relationship of learning, the emphasis on cognition and the existence of a unified learning field. These views are not clearly attributable to understanding. Learning, but the inherent relationship, existence, meaning, experience and so on are all important concepts of understanding theory, reflecting strong demand for "understanding".
In conformity with this demand, this article takes "understanding" as the core, replacing the cognitive structure with the life structure of the students, making the field of learning expanding from knowledge and looking for new growth points in the horizon of understanding. Unity and understanding are the ways of students' poetic existence in school learning, which makes the contemporary learning theory turn from cognition to understanding.
Understanding learning, the core of learning, understanding learning, is the process of creating and realizing the possibility of life in the dialogue with the learning text in the dialogue with the learning text under the guidance of the theoretical guidance. Understanding theory includes the theory of scientific understanding, the theory of humanistic understanding and the theory of practical understanding. The theory is to interpret objective things as their own task and "correct" as the understanding standard of scientific truth. The theory of humanistic understanding is the theory of adhering to the standard of understanding "consensus" by interpreting human works and interpreting human nature as its own task. The theory of quasi learning, based on these theories, has its own theoretical and practical principles.
Under the guidance of these three theories, understanding learning goes to the unity of conformity and purpose. Its regularity is the necessity of grasping the understanding mechanism in learning and the necessary condition for the realization of the goal, and the purpose of understanding is that understanding learning is always the pursuit of the realization of the students' meaning of life and the inevitable conclusion of the regularity. On the one hand, the value of understanding learning lies in the pursuit of truth, goodness and beauty. "Seeking truth" represents the pursuit of scientific knowledge and truth and the development of the intellectual qualities of the learners. "To the good" is mainly in the process of understanding interpersonal text, and students accept moral knowledge to develop moral and moral abilities, and have rich moral implication and virtue. "Shang Mei" is the examination of beauty, the pursuit and creation, and in the learning activities, it is often specific as the motivating motivation and the regulation of feelings. On the other hand, in the ultimate sense, understanding learning aims to realize the freedom and consciousness of the students' life. Freedom embodies the "perfect good" of "the fulfillment of human nature", which is the inherent regulation of human life. The pursuit of self, self and self is the value and meaning of life. The pursuit of freedom is embodied in the wise understanding and self-regulation of students' learning rules and self development, and the self-consciousness in understanding learning is the transcendence of spontaneity and self awakening under rational rational control. Now we are planning for ourselves, coordinating learning activities, meeting difficulties and working hard.
Understanding occurs in the school learning situation, which runs through the learning process. It has tools and aims, possessability and transcendence, truth and kindness, wisdom and emotion. The basic problem of understanding learning is the contradictory movement of misunderstanding and confirmation. This contradiction is the high concentration of the understanding relationship between the various elements in the process of learning. Learning is an uncovering, and a new understanding of all misunderstandings, including incomprehension and unsolved, is re understood to improve the understanding. Misunderstanding is absolute, the exact solution is relative (with time test and situational parameters), and the understanding is realized in the dialectical movement of misunderstanding and confirmation.
In depth analysis, understanding learning has the following elements: one is the purpose of understanding learning, the harmony of the whole life structure of the students and the improvement of the quality of life, and the continuous transformation of the possible life of students into real life. Two is the main body of understanding learning, that is, the general subjectivity and the unique understanding attribute. The students' general subjectivity has both the subjectivity and the intersubjectivity marked by creativity and so on. In understanding learning, the students' subjectivity is the change from "the subject of evidence" to "the real subject", that is to say, the learning practice is the quantity of the students' subjectivity. The student's unique understanding attribute is manifested in the "visual field integration" between the students and the learning text, the students take their own "pre understanding" to contact the text, and open the field of view to each other by opening their horizons to the other and form their own new horizons. Three is the resource of understanding learning, including the theory of understanding. Everything, such as the creativity of the subject itself, can be used in the material and spiritual conditions of the student's life planning and realization. However, the learning text is one of the most important resources. The text here refers to all people, things, things in the educational horizon, which are roughly divided into text and interpersonal text. The learning materials and activities related to the subject and the humanities, the interpersonal text refers to all the people related to the students and their communication activities (the general relationship, involving morality). Four is the understanding learning environment, that is, the understanding "learning community" based on the understanding of the occurrence field. It is the pursuit of value with unity, sincere cooperation and inter subjectivity.
In this process, the role of the teacher can not be ignored in this process. Although the teacher's role in the student is abstract and more specific, the teacher gives the students the necessary ideas and Enlightenment in the specific learning situations and practical activities, which will speed up the meaning of the students' life. Even if it is the process of establishing the student's main body status, it is inseparable from the active support and promotion of teachers.
The process of understanding learning mainly follows the whole principle, the true principle and the dialectical principle. The main meaning of the whole principle is to understand and understand each other in the complex learning relationship, and to develop the students' feelings, cognition and behavior, and to plan and realize the life which is manifested around the comprehensive development of the German and the think bodies. The essential meaning of the true principle is to adhere to the relationship between learning and the real life of the students, consistent with the real life development of the students. In the process of pursuing the meaning of life, the students continue to confirm the subject of learning. The essential meaning of the dialectical principle is to adhere to the principle of unity of opposites, and to show the basic characteristics of learning activities in dynamic development, namely, the virtue of virtue. Unity, cognition and existence are unified, and subjectivity and intersubjectivity are unified.

【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2010
【分類號】：G420

【引證文獻(xiàn)】

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相關(guān)碩士學(xué)位論文 前2條

1 黃敏;促進(jìn)理解物質(zhì)的量概念體系的鑲嵌式教學(xué)設(shè)計(jì)與實(shí)踐研究[D];廣西師范大學(xué);2012年

2 蘇瑩;基于IMINDMAP軟件的自主學(xué)習(xí)能力培養(yǎng)研究[D];沈陽師范大學(xué);2012年

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