摘要
超越传统的认识论范畴,在存在论、本体论意义上,理解是主体在认知、情感、行为等层面对理解对象及其与理解对象之间关系的把握。理解的维度、对象、条件、方法、标准等深刻影响着教学活动的运行。重新认识理解的内涵,使得教学活动要关注教学过程的展开,注重学生精神世界的建构,更要突出学生创造性品质的培养。
Beyond the field of the traditional epistemology, and in the light of the ontology, understanding is the individual person＇s comprehension of the object and the relationship between the object and himself at the levels of cognition, emotion and behavior. The angles, the objects, the conditions, the methods and the standards of understand- ing have great effect on the operation of the instructional activities. Reconsidering the connotation of understanding can help the instructional activities focus on the spreading of the instructional process, paying attention to the construction of the students＇ spirits, and emphasizing the cultivation of the students＇ creativity.
出处
《教育理论与实践》
CSSCI
北大核心
2009年第1期47-50,共4页
Theory and Practice of Education
基金
全国教育科学"十一五"规划教育部重点项目(DHA080093)
教育部留学回国人员科研启动基金资助项目(教外司留〔2007〕24号)的研究成果。
关键词
理解
教学理解
教学价值
understanding
instructional understanding
the meaning of the instruction
