教育理论与实践

在知识教学中，人们对知识获得的认识出现了偏差，存在知识获得内容的唯学科化倾向、获得主体的唯学生化倾向、获得方式的唯脱域化或唯浸域化倾向等误区。在个人知识论中，个人知识是一个完整的知识结构，由知识内容、知识能力和知识状态三个要素构成。个人知识是有认知主体的知识，是认知过程与结果的统一。从个人知识论的视角审视知识教学中知识获得的问题时，知识获得的内容不仅仅是学科知识，还包括教学知识；知识获得的主体不仅仅是学生，教师也是获得的主体；知识获得的方式在现实层面只能是间域的方式。突破这些认识误区，需要做到：立足三重维度，协同建构教学目标；立足整体视角，实现教者与学习者的知识共构；立足问题导向，推进教学实施的间域获得。

In the teaching of knowledge,misconceptions about knowledge acquisition have emerged,including tendencies toward subject-centered contents,student-centered subjects,and either decontextualized or overly contextualized acquisition methods. From the perspective of personal epistemology,personal knowledge constitutes a complete knowledge structure comprising three elements: knowledge content,knowledge capacity,and knowledge state. Personal knowledge is knowledge belonging to a cognitive subject,representing the unity of cognitive processes and outcomes.Examining knowledge acquisition in the teaching of knowledge from the perspective of personal epistemology,it can be found that knowledge acquisition encompasses not only disciplinary knowledge but also pedagogical knowledge,the agents of acquiring knowledge are not solely the students but also the teachers,and the acquisition of knowledge,in practical terms,can only be through the inter-domain method. To overcome these misconceptions,it is necessary to establish teaching objectives through collaborative construction grounded in the triple dimension,achieve knowledge co-construction between educators and learners from a holistic perspective,and advance the inter-domain acquisition in teaching implementation through a problem-oriented approach.