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The Innovation Of Teaching In The View Of Knowledge

Posted on:2003-06-09Degree:DoctorType:Dissertation
Country:ChinaCandidate:H J PanFull Text:PDF
GTID:1117360092955092Subject:Curriculum and pedagogy
Abstract/Summary:PDF Full Text Request
Knowledge is a core factor in the educational and teaching activities. How we think about knowledge and treat knowledge determine to a great extent the way we think about educational and teaching, and our curriculum ideal and teaching activities. The view of knowledge is more basic and more essential than that of curriculum and teaching. The innovation of the view of knowledge constitutes the basic content of the innovation of teaching and also the important prerequisite to the innovation of teaching.The questionnaire survey about the view of knowledge and teaching shows that the view of teachers and students has no remarkable statistic difference in gender, age and so on. The view of knowledge of the teachers or the students or both of them, and its inner dimension have very close relationship with the view of teaching. Its related coefficient has almost reached the remarkable or the very remarkable level. The comparative analysis of the view of knowledge ofthe teachers and students shows that the view of knowledge of the teachers is less modern and advanced than that of the students generally, and seems conservative and backward and lags behind of development of the time and knowledge. The dissertation argues about this.In the history of the development of educational thoughts, the teaching theory of educators at home and abroad embodies a kind of understanding of the knowledge. The view of knowledge may result in the relative view of teaching. The development of the view of teaching and that of knowledge is close inner consistent. The view of knowledge constitutes the important basis of the teaching theory. The views of knowledge of the educators in east and west countries exist remarkable differences. The consciousness of question of the knowledge of the Chinese educators is obscure, and their views of knowledge is often linked with other views, the direction of the development is not very distinct;while the consciousness of question of the knowledge of the western educators is clear, the view of knowledge is relatively dependent and its direction of the development is distinct. The Chinese educators regard the "knowledge" as the moral one and the one of human affairs while the conception of the "knowledge"of the western educators is mainly about the nature and matter. As for the view of the essence of knowledge, the Chinese people concern about the inner sense and emphasize on the search inward, while the western people emphasize that knowledge is the accord of the subjective knowledge and the objective world, and lay stress on the search outward. As for the view of the value of knowledge, the Chinese people emphasize the value of running the country well and giving the states peace and security of knowledge by improving the individual moral, while the western people lay stress on the significance of the harmonious development of the individual potentials of the knowledge. As for the view of the acquisition of knowledge, in the priorism the Chinese people link the priorism with the theory of human nature while the western people link the priorism with idealism and the theory of the enlightenedness by God;and in the empiricism the Chinese people pay attention to the direct experience and comprehension while the western people emphasize on the empirical analysis and summary to the outer world. At the meantime the views of the educators in China and western countries have some common problems to be considered.The production of the new views of knowledge has sophisticated context of science and philosophy, in the while the changes of the view of the world promote the development of the view of knowledge. The basic contents of the new views of knowledge are as follows:(1)the inner, open and dynamic view of the essence of knowledge, that is, knowledge exists in the subjective creation, is based on the subjective construction objectively. Knowledge is an open ecological system. The knowledge system has broad and rich ecological relationship with social politics, economy, culture or even all...
Keywords/Search Tags:knowledge, view of knowledge, curriculum reformation, teaching innovation
PDF Full Text Request
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