On Teaching Of Understanding To Look For The Meaning Of Knowledge

The traditional epistemology teaching primarily cares about giving and receiving the knowledge content, pays attention to the knowledge quantity excessively the accumulation, neglected the knowledge to student's significance, the teaching process has become the pure knowledge to give and receive the process, the knowledge and the life world isolation, the knowledge becomes the teaching ultimate goal, human's energetic life growth has been neglected.Very many people have perhaps grasped the massive knowledge, also has obtained the very high school record, did not understand actually the significance of these knowledge which lives to oneself, does not understand the value of his life. The understanding reconsidered the teaching to provide one new thinking mode for us to track down the significance of the knowledge. This research attempt pursues the traditional teaching from the understanding teaching angle to lose the actually knowledge the significance, promotes student's knowledge and the energetic life construction well for the teaching provides some enlightenment and the model.The full text discussion core question is: In the objectivism, epistemology teaching how is the knowledge significance flaw? How the understanding teaching does also is track down the significance of the knowledge? The full text divides into five chapters:Part 1, introduction. Had indicated this research origin and the significance, have carried on the summary to the domestic and foreign correlation research, and carried on to the research mentality has combed.Part 2, understanding and significance. Elaborated the understanding and the significance, the understanding and the knowledge significance relations. Differentiated from the philosophy angle"Understand" and "know", pointed out the understanding was between the thought dialogue process of the understanding and the understanding object. In the dialogue, understood the bilateral sight unceasingly fuses, the new significance unceasingly produces in the fusion; But know is the owner of the Cognition to know the object the objective reflection, it is emphasize the thing objective attribute assurance. Therefore, the significance produces in the understanding, only has through the understanding can obtain the significance of the knowledge.Part 3, this chapter is foundation in combs the rationale, the implication and in the characteristic of the objectivism epistemology teaching, carries on reconsidering from the knowledge significance angle to the objectivism epistemology teaching, from the sole thinking mode, the teaching and the world isolation, the unified orientation curriculum appraisal and the dual opposition interpersonal relationship four aspects analyzes in the teaching the knowledge significance flaw performance, and pointed out the root of the knowledge significance flaw is the objectivism was known concerns knowledge view the influence.Part 4, this chapter introduced the understanding teaching rationale and the characteristic, reviewed many teaching schools to knowledge significance tracking down, and summarizes leaving church study in this foundation to track down the knowledge significance two valid modes: One, the establishment study and between the knowledge interior relation, two are constructs the construction knowledge and the life world relation, and explained through the fact, only has meets these two requirements, the knowledge significance only then can reveal.Part 5, reply knowledge significance understanding educational model and counter measure. This chapter separately from the nature, the humanities, and the social sciences knowledge three aspects tastes Establishment the understanding teaching model to track down the meaning of the knowledge, and how constructs the construction knowledge with the teaching case analysis explanation teaching in the significance, finally aims at the existence the difficulty to propose certain countermeasures.