【作者】 董小平；

【导师】 靳玉乐；

【作者基本信息】 西南大学 ， 课程与教学论， 2010， 博士

【摘要】 课程知识认识活动是课程与教学实践的本体活动。从认识发生的基本视域出发考察由不同身份的认识主体构成的课程知识认识活动系统,是获得课程知识认识活动的深层原理的有效途径。本文以人类教育围绕着课程知识展开的群体主体认识活动为对象,阐明该活动的始点、历程和终点及其所包含的尽可能多的阶段,揭示各阶段的认识原理和不同阶段之间内在的、固有的联系,从而明晰课程知识认识活动的本真状态,为构建课程知识认识理论和变革课程知识认识实践提供新的视角和方法。本文的具体内容主要由以下七个部分构成：课程知识认识活动的本体分析。课程知识认识活动作为人类教育实践的本体活动,其包括两个基本要素,即作为特殊对象的课程知识和作为特殊主体的求知的人。这两个要素的相互作用在空间维度上形成了课程知识认识活动“我—它”、“我—他”和“我—我”式结构;在时间维度上形成了课程知识认识过程的开端、历程和终结等继起的流线型结构。这两个维度的有机结合构成了课程知识认识发生过程的基本框架。课程知识产生环节的认识活动。生产课程知识表现在两个层面。一是课程知识的“意义”在心灵中发生。意识是人类心灵活动的本质特征,其主要由意识活动、意向对象和朝向行为等有机地构成。课程知识的“意义”始发于这种心灵活动,并通过线性和非线性的模式获得增长。二是沉默言语在心灵中表达课程知识。表达是知识或课程知识生产者向自己告知和传述“意义”的行为。在课程知识产生环节中,课程知识生产者必须向学习者有效的证成课程知识。课程知识撰写环节的认识活动。撰写课程知识是运用文字再现表达课程知识的沉默言语的过程。从文字的产生来看,可见的文字拥有表现沉默言语的能力。它涉及到把公认的客观文字内化为主观文字、把主观文字与内在表达相联结、再把主观文字外化为客观文字等认识机制。课程知识从沉默言语被客观化为可见的文字需要经历两个阶段,即一般知识生产者文字化课程知识和课程知识撰写者文字化课程知识。在课程知识撰写环节中,课程知识撰写者需要向学习者有效地表述课程知识。课程知识解读环节的认识活动。解读课程知识是心灵诠释课程文字的过程,即心灵把课程文字还原为纯粹意义。这种还原行为包括两个层面：一是课程文字在心灵中还原为内在表达。它需要学习者心灵在特定认识条件下感知课程文字表达式的表层结构和深层结构,并在转换这两种结构的基础上再现内在表达。二是学习者在心灵中把内在表达还原为纯粹意义。它需要学习者的心灵在特定认识条件下展开配列、充实、再发现、符号化和比较等体验行为。在课程知识解读环节中,课程知识的有效还原依赖于有效的教育行为。课程知识再构环节的认识活动。被还原的课程知识以心灵形式存在于学习者心灵。再构课程知识的本质就是学习者心灵对课程知识生产者心灵进行主观批判的过程。通过这种批判,学习者心灵把课程知识生产者心灵内化于己。学习者心灵在再构课程知识的过程中通常会历经失衡、质疑、释疑和平衡等四种继起的状态。学习者可以通过“对话—推理”、“怀疑—求真”、“反思—重构”和“实践—迁移”等策略有效地再构课程知识。课程知识进化环节的认识活动。课程知识在学习者心灵中进化的过程是学习者心灵自组织的过程。一方面,课程知识在学习者心灵中的进化源于人类知识系统的进化本性,课程知识在学习者心灵中的进化模式则是人类知识系统进化模式的“缩本”。另一方面,学习者心灵系统的发展主要通过自组织形式来进行。学习者心灵系统的自组织则在进化性的课程知识系统的影响下被发动。课程知识成功地转化为学习者心灵依赖于有效的认识策略。课程知识认识活动在未来教育中的返魅。在现实的教育世界中,课程与教学的理论关系和实践关系影响着课程知识的认识发生过程。在以往课程与教学的理论结构和实践结构的影响下,处于运作中的课程知识认识活动不断地走向祛魅。朱来的课程知识认识活动要改善自身的品质,就必须遵循课程知识认识发生过程的内在原理,重构指导课程知识认识活动的理论系统和变革传统课程知识认识活动的实践结构。更多还原

【Abstract】 The cognitive activity in curriculum knowledge is the ontological activity of curriculum and teaching practice. From the basic perspective of cognitive occurring, inspecting the cognitive activity system in curriculum knowledge which is composed of different identities is an effective method of obtaining the profound principles of cognitive activity in curriculum knowledges. This paper takes the cognitive activity by group identities for target that is carried out by human education around curriculum knowledge, clarifying the starting point, course, terminal point and included phases as much as possible of this activity, revealing the cognition principles of each phase, as well as the inherent and intrinsic link existing in different phases, so as to distinguish the essential status of cognitive activity in curriculum knowledge, which provides us with new perspectives and approaches for constructing the cognitive theory in curriculum knowledge and reforming cognitive practice of curriculum knowledge.The concrete content of this paper is mainly composed of seven chapters as following:The ontological analysis of curriculum knowledge cognition activity. Curriculum knowledge cognition activity is as the ontology activity of human educational practice, including two basic elements, that is curriculum knowledge of extraordinary object and curious person of extraordinary subject. The interaction of these two elements forms curriculum knowledge cognition activity "I-It", "I-He" and "I-I" modal structure in the space dimension, as well as the streamlined structure of curriculum knowledge cognition procedural starting, journey, termination an so on in the time dimension. Organic combination of these two dimensions constitutes curriculum knowledge cognition occurring process basic framework. The cognition activity of curriculum knowledge producing link. Producing curriculum knowledge displays in two surfaces. One is that the "meaning" of curriculum knowledge occurs in spirit. Consciousness is the essential characteristic of psychic activity, which is mainly and organically composed by consciousness activity, intention object, orientation behaviour and so on. The "meaning" of curriculum knowledge originates from this kind of psychic activity, meanwhile, obtains increasing through linear or nonlinear model. Another is that the mute language expresses curriculum knowledge in spirit. Expression is a kind of behaviour where the producer of knowledge or curriculum knowledge tells himself and formulates "meaning". During the produce link of curriculum knowledge, the producer of curriculum knowledge has to validly prove curriculum knowledge for learner.The cognition activity of curriculum knowledge composing link. Composing curriculum knowledge is a process where author distinctly expresses the mute language of curriculum knowledge depending on script. Script owns the ability of expressing mute language cosidering its producing. It comes down to some cognition mechanism, such as puts acknowledged objective script into subjective script, connects subjective script with internal expression, and externalizes subjective script for objective script. Curriculum knowledge has to experience two phases from mute language to externalized visible script, that is normal knowledge producer script curriculum knowledge and curriculum knowledge composer script curriculum knowledge. During composing curriculum knowledge link, the composer of curriculum knowledge is necessary to validly express curriculum knowledge for learner.The cognition activity of curriculum knowledge unscrambling link. Unscrambling curriculum knowledge is a process of annotating curriculum script in spirit, that is the spirit returns curriculum script to pure meaning. This behaviour contains two aspects: one is that curriculum script returns to internal expression in spirit. It requires that learner’s spirit feel surface structure and deeply structure of curriculum script expression under special condition, and reappear internal expression on basis of these two conversion structure. Another is that learner returns internal expression to pure meaning in spirit. It requires that learner’s spirit arrange, enrich, rediscover, symbolism, compare and other experience behaviour under special cognition condition. During the curriculum knowledge unscrambling link, the valid return of curriculum knowledge depends on valid educational behaviour.The cognition activity of curriculum knowledge reconstruction link. Returned curriculum knowledge exists in learner’s spirit by psychic form. The essence of reconstruction curriculum knowledge is a process in which learner’s spirit subjectively judges curriculum knowledge producer’s spirit. Learner’s spirit absorbs curriculum knowledge producer’s spirit through this judgement. Learner’s spirit usually experiences four successive states, such as unbalance, suspicion and explanation, balance during the process of reconstruction curriculum knowledge. Learner is able to validly reconstruct curriculum knowledge by "dialogue-inference", "suspect-truth", "introspect reconstruct" and "practice-transfer" these strategies.The cognition activity of curriculum knowledge evolution link. The process of curriculum knowledge evolution in learner’s spirit is a kind of self-organization process of learner’s spirit. One aspect, the evolution of curriculum knowledge in learner’s spirit dates back to the evolution nature of human knowledge system, the evolution model of curriculum knowledge in learner’s spirit is "miniature" of human knowledge system evolution model. Another aspect, the development of learner’s psychic system mainly carry out through self-organization form. Learner’s psychic system self-organization is launched under the effect of evolution curriculum knowledge system. Curriculum knowledge is successfully changed into learner’s spirit relying on valid cognition strategy.Curriculum knowledge cognition activity will display its charm in future education. In the world of actual education, the theoretical and practical relationship of curriculum and teaching affect the cognition occurring process of curriculum knowledge. Under the effect of past theoretical and practical structure of curriculum and teaching, curriculum knowledge cognition activity which lies in function gradually fades its charm. Curriculum knowledge cognition activity will improve its quality in future, which has to follow internal basic theory of curriculum knowledge cognition occurring process, reconstruct the theoretical system of conducting curriculum knowledge cognition activity, as well as reform the practical structure of traditional curriculum knowledge cognition activity.更多还原