Research On Knoeledge Acquisition And It’s Standard

Knowledge learning is an everlasting topic in school education. Why should students learn knowledge? What’s the significance of knowledge to students’ personal development? How to efficiently stimulate the students to learn knowledge? What’s the standards to judge whether a student obtain knowledge or not? These questions seem to be very common, but worth further study. The accustomed answers are reflections of people’s varied knowledge value, learning value, teaching value and evaluation value. Knowledge is the core issue of education, and also the core of curriculum, teaching, learning and evaluation. In the beginning of this century, the Eighth fundamental education curriculum reform initiated in China is magnificent and far-reaching. It is actually a debate and reform on knowledge and the value of knowledge. Besides, in recent years, the problems in China’s fundamental education, such as heavy curriculum burden, lack of capacity development, poor self-consciousness, and confusing life meaning, are all closely related to students’ knowledge learning. Therefore, the reflection and inquiry on some problems make us to go back to the knowledge itself, probing into knowledge from the standing of education and human, probing into the educational value and implementation of knowledge, probing into the standards for students to learn knowledge, and probing into the education and evaluation reform to achieve the realization of the educational value of knowledge. Based on all these above, originated from knowledge and its educational value, the author tries to explore the standards for students to acquire knowledge and relevant education and evaluation problems in school education. This essay is generally divided into five parts and consists of seven chapters.The first part (Introduction) is the reflection of knowledge learning in current fundamental education. From the perspectives of the lost of developmental value in learning knowledge and the dilemma to define the standards for students to acquire knowledge, this essay implements deep analysis and reflection. As to the former one, people ignored the process in students’knowledge learning and only pay attention to the unilateral results. As to the latter one, the current value orientation to the acquisition of knowledge is very narrow, only concern the depth and difficulty of knowledge. Moreover, in the acquisition of knowledge, the judgment is simply made by results and explicit standards but neglecting the process and implicit standards. In this part, relevant domestic and foreign research results are cited to clarify the meaning, thoughts and methods of this research.The second part (First Chapter) is the original thinking of knowledge in education. Through the combing of representative knowledge values in history, this essay advocates to explore knowledge from the standing of education, to make definitions on knowledge from the standing of education and to analyses the property and structure of knowledge in education. Based on these, this research defines the educational value of knowledge, analyses the reasons that why knowledge have educational value, confirms the three educational value of knowledge, which are cognitive educational value, self-consciousness educational value and practical educational value, and also paraphrases the connotation of educational value from every perspective.The third part (Second Chapter) is the multidimensional analysis of students’learning. The process and characteristics are analyzed from the property, connotation, methods and level of students’ learning. As to property, students’ learning has procedural and practical property, which means students should not only focus on the results of learning, but also pay attention to the process, and respect the value of students’practice. As to connotation, knowledge learning is the interaction and transformation of public knowledge and personal knowledge. Students can acquire knowledge only through the transformation from public knowledge to personal knowledge. As to methods, knowledge learning is the alternation and convergence of information processing and subjective construction. Subjective construction which based on object-cognition is the only way for students to learn and acquire knowledge. As to level, knowledge learning is the mutual promotion between symbolism and meaning creation. Knowledge learning could be achieved through sublimation from symbolism to meaning creation and then the multidimensional educational value of knowledge would be achieved.The fourth part (Third and Fourth Chapter) defines the connotation and standards of knowledge acquisition. Through the discussion on the definition of knowledge acquisition in philosophy and psychology field and the historical investigation of knowledge acquisition, this essay gives definition on knowledge acquisition from the realization of educational value of knowledge and also analyses the definition between knowledge acquisition and knowledge learning, knowledge acquisition and knowledge mastering. Besides, knowledge acquisition is also analyzed from the perspectives of human existence, human life, and the relationship between human and knowledge in this essay. Since knowledge has multidimensional educational value, knowledge learning has multiple properties and knowledge acquisition refers to the comprehensive realization of multidimensional educational value of knowledge, then, we should make judgments from various dimensions to make sure whether the students really acquire certain knowledge. Knowledge acquisition should be judged from both process and result, for students’ knowledge learning needs both procedure standards and resulting standards. However, resulting standards are divided into immanent standards and external standards, which agreed with the fact that educational value of knowledge also have both external value and immanent implicit value.The fifth part (Six and Seven Chapter) discusses the instruction improvement and evaluation implementation to stimulate knowledge acquisition from the perspective of education and evaluation. Through the reflection of "efficient teaching" in fundamental education, "efficiency" is reinterpreted from knowledge acquisition standards, getting to the conclusion that instruction that can realize multidimensional educational values of knowledge is the real efficient teaching. After the analysis of the relationship between standards and "three-dimensional purpose", the conclusion is got that educational value of knowledge is the epistemic foundation of three dimensional purposes and knowledge acquisition standards and three-dimensional purpose are actually internally unitized. In order to help students to actually acquire knowledge and realize the multidimensional educational value of knowledge, this essay raises three educational strategies, including teaching for cognition: understanding teaching, teaching for self-consciousness:self-direction teaching, teaching for practice: practical teaching. Evaluation is also another essential factor for students to acquire knowledge and it should also bring the function of stimulating students to learn knowledge into play. Scientific evaluation should be "the evaluation for study" but not "the evaluation to study". Standards of knowledge acquisition stipulate the expectations of knowledge learning and also provide the dimensional framework of evaluation. Learning should agree with the evaluation, thus, standards of knowledge acquisition provide prerequisites and conditions for the consistency of learning and evaluation. Evaluation of knowledge learning should be made according to standards of knowledge acquisition. In this part, this essay analyses the relationship between cognitive education and fact judgment, self-consciousness educational value and value judgment, practical educational value and problem solving. In addition, this part also raises that the evaluation of knowledge acquisition should imply three evaluation methods as follow:quantitative evaluation, qualitative evaluation and performance evaluation.