Study On The Development Function And Limitation Of Knowledge Learning

The relationship between knowledge and development is a fundamental,classical and permanent problems of the pedagogy.It is a basic questions for education researchers.In western countries,Socrates’ proposition that "knowledge is virtue",and Bacon’s assertion that "knowledge is power",people show their concern for the development function of knowledge.The mainstream view of the essence of teaching in China is that knowledge learning is the "basic" "center" and "starting point"of student development.From the research results of the relationship between knowledge learning and human development at home and abroad,people always start from knowledge learning,or only within the scope of knowledge learning,to understand and implement students’ development problems.Of course,it is also logical to regard knowledge learning as the starting point or the main way of students’ development.However,education is a long-term education career,in this long process,it is easy to regard the primary things as the first things and the first things as the only things.Many people regard the foundation and starting point of student development as the most important or even the only thing in student development.Generally speaking,the so-called knowledge refers to the cognition results accumulated in the long history of human beings,that is,book knowledge.In the current school education,knowledge learning is mainly a kind of learning with book knowledge as the object.This kind of knowledge learning has a unique function in the process of promoting students’ all-round development,but it also has some unavoidable limitation.Knowledge learning is the necessary condition of student development,but not the sufficient condition;Student development is the possible result of knowledge learning,but not the inevitable result.In the new era,in order to realize the overall development of students,teaching needs to transcend the traditional "framework" of knowledge giving and receiving,and re-examine the developmental function of knowledge learning and its limitations.By using the methods of speculative research,historical research and case study,this study clarified three kinds of misconceptions about the role of knowledge learning in students’development,and revealed and confirmed the developmental function and limitations of knowledge learning.Finally,based on the developmental function of knowledge learning and its limitation,this paper put forward the corresponding ideas of educational reform.This study will be divided into six parts and seven chapters.The first part(Introduction)expounded the background significance and research ideas of this topic.Firstly,this paper summarized the origin of this research from four aspects:The contradiction between knowledge teaching and students’ development,the developmental limit of knowledge learning,the cultivation of students’ quality and how people develop.Then,through sorting out and analyzing the domestic and foreign research results on the function and limitation of knowledge learning,the content and mechanism of student development,the possible direction of promoting this research is clarified,and the significance,ideas and methods of this research are also clarified.The second part(Chapter one)clarified the meaning of knowledge and knowledge learning in this study.The different understanding of meaning is the root cause of misunderstanding about the developmental function and limitation of knowledge learning.Therefore,firstly,we defined the knowledge meaning in this study from the angle of the subject position and knowledge type,and analyzed the related concepts.Secondly,we summed up the current knowledge about the study of two kinds of understanding,and then based on the review of these two kinds of understanding,we established the concept of learning knowledge categories in this study.In this paper,knowledge learning refers to a learning activity that takes book knowledge as the object,rather than the learning activity that takes knowledge as the purpose or means.The third part(Chapter two)examined the main understanding and viewpoint about the relationship between knowledge learning and human development at home and abroad.In the West,the belief of "knowledge equals development" is implied in the understanding of ancient education;education in modern times,there is a "game" between children center and knowledge center;in the stage of modern education,students’ all-round development is paid great attention in theory,but knowledge occupies the core position in practice.At home,from the beginning of the Republic of China,to the founding ceremony of the People’s Republic of China,and then to the reform and opening up,the academic understanding of the relationship between knowledge learning and human development is similar to that of the West.There are three kinds of misunderstandings about the role of knowledge learning in students’ all-round development from the point of view of both home and abroad:People equate knowledge mastery itself with student development;Understand and implement student development within the scope of knowledge learning;The law of cognitive development is generalized to the law of all-round developmentThe fourth part(Chapter three)discussed the orientation and mechanism of student development.The question of "what to develop" and "how to develop" is an important factor affecting the learning process of students,and to some extent determines the answer to the questions of "what to learn" and "how to learn".Therefore,we first clarified the essence of the concept of student development,and link the concept of development with the structure of human quality.Secondly,it combed several types of the students’ development orientation in our country,and pointed out the fact that the current educational value orientation belongs to the students’ all-round development.Finally,it discussed the mechanism and Law of the development of students’ quality.This chapter discusses the students ’all-round development orientation and quality development mechanism,which provides the theoretical basis for analyzing the development function and limitation of knowledge learning.The fifth part(Chapter four and five)analyzed the developmental function and developmental limitation of knowledge learning.This part is the core part of the full text.The Fourth Chapter,based on the investigation of the premise that "knowledge learning has development function",reestablished the analytical framework of knowledge learning development function:First,different knowledge learning contents and methods have different development function.Second,knowledge learning has different functions for the development of different qualities.The function of knowledge learning for all-round development is summarized as follows:Knowledge Learning lays cognitive foundation for all-round development,knowledge learning provides indirect experience guidance for all-round development,and knowledge learning is the basic way to promote the main body of knowledge learning.The fifth chapter demonstrated why knowledge learning has development limitation from four aspects:the deviation of knowledge learning from overall development orientation,the arrogation of quality development mechanism,the symbolic characteristics of language,and the educational inheritance of knowledge center.Then it revealed the violation of knowledge learning to the original meaning of learning,the narrowing of learning objects,the simplification of learning process,and other possible educational risks in knowledge learning.Finally,through the analysis of the current situation of students’ development under the guidance of knowledge learning,the differences between Chinese and western classroom teaching,and the analysis of typical development cases and other empirical methods,the development limitations of knowledge learning are confirmed.The sixth part(Chapter six)clarified the orientation of knowledge learning in education.The position of knowledge learning in teaching is determined by the necessity of knowledge learning in teaching,the particularity of knowledge learning in learning activities,and the possibility of knowledge learning to promote students’ development.To properly grasp the position of knowledge learning in teaching and play the role of knowledge learning in the overall development of students’ body and mind,it is necessary to clarify the functional basis of knowledge selection,promote the integration and interaction of multi-dimensional learning,and change from the knowledge center to the learning center.Based on the understanding of the developmental function and limitation of knowledge learning,the school education reform needs to set up correct knowledge view and study view,and enhance the all-round development function of education at the practical level.