摘要
书本知识具有局限性,它包容不了鲜活的实践知识。知识传授的过程是复杂的,描述和揭示知识传授过程的概念术语更是复杂的。学生掌握了概念术语和相应的文字符号,并不意味着知识的教与学过程的完结,完整的过程必须补上传统教学理论所忽视的主要由学生自主地获取知识意义的后续过程——实践反馈阶段。
The book learning hardly has capacity to accommodate the living practical knowledge in the usual situations under school, its limitation will become heavier if further narrowed to be textbook learning which edition held. The traditional semanteme of Knowl-edge Imparting meet the view of authoritativism, certainism, universalism, and that is the right culture origin of traditional education. The process of knowledge imparting is complex, and so do the conceptions and terminology, and what’s more, it doesn’t mean that the process of Knowledge Imparting is finished for students to have mastered conceptions, termi-nology and the corresponding letter symbols, and a complete process must be repaired with follow-up stage, practice and feedback, which is ignored by traditional theory, and in which mainly let students gain actively the meaning of knowledge.
出处
《天津市教科院学报》
2020年第4期5-9,共5页
Journal of Tianjin Academy of Educational Science
关键词
书本知识
知识传授
局限性
复杂性
book learning
knowledge imparting
limitation
complexity
