| Generally speaking, epistemology concerns about the process of cognition as well as its development, and it has broad sense and narrow sense. When people's cognition of the physical world and its principle is based on experience and letters of language, knowledge becomes the core of cognition, therefore, in the traditional thinking model, epistemology is the theory about knowledge, which is called special epistemology. Meantime, people's opinion of knowledge develops far and deep, the thesis, based on that, divides the special epistemology into "traditional epistemology" and "modern epistemology"; of which, the essential features of traditional epistemology considers knowledge as "objective" "value-neutraled"; while modem epistemology considers knowledge as "cultured" "valued", but no matter traditional epistemology or modern epistemology, both have "knowledge" as core, both take the relation of subjectivity and objectivity as the external cognitive relation of dualism contrast, and it involves the cognition of natural science, only if we go beyond the field of scientific activity, and study the unity of humanistic cognition from people's spiritual world, cultural existence and existence entity, we will find a much wider interpretation of cognition. Therefore, general epistemology is a kind of philosophical spirit, philosophical belief and philosophical thinking model. In which, "life" is the foundation of existence; "self-recognition" is its basic characteristic; "practice" is its inner essence; "understanding" is the method logical base.Since teaching is a special activity of cognition, the reform of teaching evaluation Maxim, which is the necessary part of teaching, is also deeply influenced by the development of teaching epistemology. The thesis will further research the reform of teaching evaluation Maxim in the field of cognition, by the analysis of change in cognitive teaching Maxim.Within the range of traditional epistemology, because knowledge is thought as objective, value-neutraled, teacher and student take the knowledge in class as truth, since truth is unchangeable, therefore, the essential task of teaching is to convey the knowledge in class, teaching model is represented by the input of objective knowledge, the relation of teacher and student is that of instructor and learner, under the influence of the above statements, teaching evaluation of that time had the following characteristics and in terms of denotation, teaching evaluation equals teaching measurement; in terms of function, teaching evaluation is represented by social guidance; in terms of method, teaching evaluation is characterized by empirical feature, etc. The deficiency are represented as follows: because teaching evaluation equals, teaching measurement, and the objects of teaching evaluation is measurable, in that case "value" is excluded; the concerns of teaching evaluation is laid on the objective knowledge, but not subjects of teaching; thus made the relation of teaching subjects and objects upside down, the objects of evaluation subjectivity is the knowledge that students learn and grasp, students are neither the evaluating subjectivity nor evaluating objectivity, but are totally suspended in the process of teaching evaluation, not take the all-rounded development of students as the object of evaluation; in terms of evaluation method itself, there is still much room for improvement.From the view of the modern epistemology, with the break of knowledge-authority opinion, everyone can be the spreader and interpreter of knowledge, on base of which, people aware that: teaching should not serve the function of knowledge spreading, on the contrary, knowledge spreading should become the instrument by which to establish the relation of teaching and learning. The goal of teaching should cultivate the awareness of suspect, criticism and research of students by the spreading of knowledge in class; in the perspective of teaching method, the approachesof discussion. Research and implication should be advocated…… On the... |
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