知识转化与认知建构：规则教育的学校实践理路

孙嘉蔚

知识转化与认知建构：规则教育的学校实践理路

孙嘉蔚

上海师范大学教育学院，上海 200234

基金项目:

中央高校基本科研业务费项目华东师范大学人文社会科学青年跨学科创新团队项目“教师专业学习与评价创新研究” 2021QKT012

详细信息

作者简介:
孙嘉蔚，女，四川成都人，上海师范大学教育学院师资博士后，主要研究方向为教育基本理论和教育伦理，电子邮箱：466042508@qq.com

中图分类号: G40-01
计量
- 文章访问数: 428
- HTML全文浏览量: 222
- PDF下载量: 111
- 被引次数: 0
出版历程
- 收稿日期: 2022-09-28
- 网络出版日期: 2023-08-08
- 刊出日期: 2023-05-25

Knowledge Transformation and Cognitive Construction: The Practical Logic of Rule-consciousness Education in School

SUN Jiawei

College of Education, Shanghai Normal University, Shanghai 200234, China

摘要

摘要: 提升学生的规则认知能力，是发挥规则应有的育人价值的必由之路。规则并非外在于学生的、纯粹客观的知识，而是蕴含社会或伦理维度的、内含行动标准的知识。在此意义上，学生需要掌握的是基于规则并且运用规则的实践知识。进入学校实践，规则的教育性转化包含两个过程：一是规则作为教育内容，由工具性意义向非工具性意义深化；二是规则作为互动机制，由个体性层面向公共性层面扩展。做出合乎规则但又不拘囿于规则的明智行动，最终依赖于儿童复合性的认知结构。为此，应当在规则教育中凸显主体的认知发展立场，并促进认知领域的融合。
- 规则教育 /
- 实践知识 /
- 教育性转化 /
- 认知发展
Abstract: Improving students' cognitive ability of rules is the inevitable course to give full play to the educational value of rules. Rules are not purely external and objective knowledge to students, but the knowledge that contains social or ethical dimensions and relates to standards of action. In this sense, students need to master practical knowledge based on rules and applying rules. When entering the school practice, the educational transformation of rules includes two processes: As an educational content, rules deepen from the instrumental meaning to the non-instrumental meaning; As an interactive mechanism, rules expand from the individual level to the public level. To make sensible actions that conform to the rules but are not confined to the rules ultimately depends on the complex cognitive structure of children. Therefore, it is necessary to highlight the cognitive development position of the subject in the rule-consciousness education and promote the integration of the cognitive field.
- Rule-consciousness education /
- Practical knowledge /
- Educational transformation /
- Cognitive development

HTML全文

参考文献(26)

[1]	高德胜. 法律教育与德育课程[J]. 课程·教材·教法, 2016(2): 68-73. https://www.cnki.com.cn/Article/CJFDTOTAL-FZSL201729094.htm
[2]	郑三元. 规则的意义与儿童规则教育新思维[J]. 湖南师范大学教育科学学报, 2006(5): 45-47. https://www.cnki.com.cn/Article/CJFDTOTAL-FLJY200605008.htm
[3]	西方大观念[M]. 陈嘉映, 等译. 北京: 华夏出版社, 2007: 749.
[4]	WINCH P. The idea of a social science and its relation to philosophy[M]. London: Taylor & Francis e-Library, 2003: 51-52.
[5]	VANBERG V. The rationality postulate in economics: its ambiguity, its deficiency and its evolutionary alternative[J]. Journal of economic methodology, 2004(1): 1-29.
[6]	康德. 实践理性批判[M]. 李秋零, 译. 北京: 中国人民大学出版社, 2010: 18-19.
[7]	SEN A K. Rationality and freedom[M]. Massachusetts: Harvard University Press, 2004: 158-205.
[8]	罗伯特·诺齐克. 合理性的本质[M]. 葛四友, 陈昉, 译. 上海: 上海译文出版社, 2012: 222-238.
[9]	LAHNO B. Rational choice and rule-following behavior[J]. Rationality and society. 2007(4): 425-450.
[10]	雷槟硕. 教育惩戒权行使的目标: 培育规则意识[J]. 复旦教育论坛, 2019(4): 34-40. https://www.cnki.com.cn/Article/CJFDTOTAL-GWZX201904007.htm
[11]	GRANT G. The world we created at hamilton high[M]. Cambridge: Harvard University Press, 1988: 182-183.
[12]	RENDER G F, PADILLA J N M, KRANK H M. Assertive discipline: a critical review and analysis[J]. Teachers college record, 1989(4): 607-630.
[13]	BOOSTROM R. The nature and functions of classroom rules[J]. Curriculum inquiry, 1991 (2): 193-216.
[14]	本纳. 普通教育学[M]. 彭正梅, 等译. 上海: 华东师范大学出版社, 2005: 84.
[15]	THORNBERG R. "It's not fair!"——Voicing pupils' criticisms of school rules[J]. Children & society. 2008, 22: 418-428.
[16]	TATTUM D. Disruptive pupils in schools and units[M]. Chichester: John Wiley & Sons, 1982: 141.
[17]	SCHIMMEL D M. Collaborative rule-making and citizenship education: an antidote to the undemocratic hidden curriculum[J]. American secondary education, 2003(3): 16-35.
[18]	让·皮亚杰. 教育科学与儿童心理学[M]. 傅统先, 译. 北京: 文化教育出版社, 1981: 139.
[19]	KURTINES W M, GEWIRTZ J L. Handbook of moral behavior and development[M]. London: Lawrence Erlbaum Associates, 1991: 194.
[20]	NUCCI L P, NARVAEZ D. Handbook of moral and character education[M]. London: Taylor & Francis e-Library, 2008: 296-297.
[21]	NUCCI L P. Conceptions of personal issues: a domain distinct from moral or societal concepts[J]. Child development, 1981(52): 114-121.
[22]	TURIEL E. The development of social knowledge: morality and convention[M]. Cambridge: Cambridge University Press, 1983: 80-81.
[23]	THORNBERG R. A categorization of school rules[J]. Educational studies. 2008(1): 25-33.
[24]	约翰·杜威. 道德教育原理[M]. 王承绪, 等译. 杭州: 浙江教育出版社, 2003: 9.
[25]	THORNBERG R. School children's reasoning about school rules[J]. Research papers in education, 2008 (1): 37-52.
[26]	LARRY P N. Education in the moral domain[M]. Cambridge University Press, 2001: 143-145.