Conflict And Compromise Of Knowledge Concept In Classroom Teaching

Knowledge teaching is the core problem of school education and teaching,classroom teaching reform is often changed by changes in knowledge awareness.How to understand the knowledge in classroom teaching? What is the content of teachers' teaching and students' knowledge? What is the knowledge view in the classroom teaching field? Why is there a conflict between different knowledge views and within the same knowledge view?What is the impact of the conflict of knowledge view on classroom teaching? Why must the conflict of knowledge view be towards compromise? Why must the compromise of knowledge view have the bottom line in classroom teaching? What is the bottom line?How to deal with it reasonably? These seemingly ordinary questions stimulate the thinking of this study.Therefore,this research focuses on “conflict and compromise of knowledge view in classroom teaching”,it attempts to explore the connotation and meaning of knowledge and knowledge view in classroom teaching from the perspective of personal knowledge theory and human nature theory.This aspect can provide a new possible thinking for the theoretical study of knowledge view from the perspective of pedagogy,it can also provide a reference for the first line to understand,judge,compare and coordinate more rationally,and even to avoid negative conflicts of knowledge view and to carry out compromise with bottom line in classroom teaching.First of all,using literature analysis,the existing literature is reviewed and reflected from the research of knowledge view in epistemology,knowledge view in pedagogy,conflict of knowledge view in pedagogy and the meaning of knowledge in pedagogy.Secondly,using literature analysis and theoretical analysis to construct the knowledge conceptual framework of “analysis and problem solving” for this study,that is,the understanding of knowledge in this study is “stratified”: From the level of the constituent elements of knowledge,any knowledge consists of three elements: knowledge content,knowledge ability and knowledge state;From the scope of application of knowledge,knowledge is divided into isolating-circumstance knowledge,inside-circumstances knowledge and intermediating-circumstances knowledge;From the level of knowledge inheritance and innovation,the knowledge in knowledge teaching is divided into subject knowledge and teaching knowledge,there is a progressive relationship between these three different knowledge layers.Third,on the basis of determining the main types of knowledge view in classroom teaching field,combing with examples,using case analysis to carry out a holistic analysis of various possible conflicts of knowledge view in classroom teaching field,and based on the “ignorant view of knowledge”,it is the source of cognition which leads to the conflict of knowledge view inevitably,combining with examples,using case analysis to investigate the principle of occurrence of the conflict of knowledge view from thinking mode,rule theory and specialization.Fourth,compromise is the basic means and end-result to reconcile the conflict of knowledge view in classroom teaching,there is a problem that the bottom line of educating people is broken in the constant ideal goal of cultivating people and the paradox of pluralistic reality,and in the practice of subject teaching,there is the problem that the subject bottom line is broken,combing with examples,using case analysis to reveal the bottom line must be maintained of the compromise of knowledge view.Therefore,the conclusion of this study is no longer limited to individual examples,but it is necessary to reveal the inevitable occurrence of the conflict of knowledge view in classroom teaching field in general sense,it is not a negative element that needs to be eliminated or resolved;The conflict of knowledge view will eventually lead to compromise,that is,compromise is an inevitable trend,but compromise must have a bottom line awareness,the bottom line is adherence to education and discipline,both are two aspects of the problem.Therefore,the answer to the question “what is the meaning of the existence of knowledge exactly”: the fundamental meaning of knowledge in classroom teaching is to cultivate self-supporting,self-conscious and self-new “real person” with the character of truth,goodness and beauty.In order to deal with the compromise of knowledge view reasonably and realize the educational purport of knowledge,on the one hand,we use theoretical analysis to think epistemological issues about the inevitability,form and value of the compromise of knowledge view,and the basic consensus of the compromise of knowledge view in the same subject and among different subjects,in order to reduce the misreading of the compromise of knowledge view.Based on the re-division of the basic education curriculum in China,combing with examples,using case analysis,it provides a reference of teaching direction level for the first-line subject teaching practice to carry out the educational position of knowledge.On the other hand,we also need to give full play to the resultant force of various subjects,and create conditions in many ways,in order to explore the reasonable response method and path of carrying out the educational position of knowledge in the subject teaching practice.In addition,aiming at the research question,“conflict and compromise of knowledge view in classroom teaching”,the framework for the analysis of the conflict and compromise of knowledge views in classroom teaching field is preliminarily determined,To a certain extent,it enriches the theoretical research of knowledge view in classroom teaching and helps to carry out classroom teaching practice effectively.However,this study only reveals the conflict and compromise of knowledge view in classroom teaching field in general sense,therefore,some specific contents of this study need to be further studied: How to use empirical research to reveal the specific differences in the same knowledge view? How to use theoretical analysis and event analysis to reveal the diachronic and synchronic conflicts and compromises of the same individual subject more concretely? How to reveal the conflict and compromise of knowledge view between the subjects of the same group more concretely? And so on.