Beijing Normal University Pan Xin min
Abstract:From the perspective of the formation of knowledge,A theory named “Knowledge Construction” is prevalent among the current views of knowledge,leaving its influence upon school teaching which has a close relation with knowledge acquired .To put it another way,the construction theory emphasizes that knowledge cannot be taught and that only through constructive learning can students acquire knowledge.This theory obviously goes against the long-standing teaching pattern.This learning view came into existence owing to its overestimation of teaching significance and underestimation of its limitation on theoretical limitation.It is beneficial to give the mechanism of knowledge formation and acquisition a second recognition under the guidance of dialectical materialism.Reflected in the school teaching,it will help to clarify the misunderstanding of knowledge teaching.Recognizing between knowledge and student construction learning concept is not conflict.
Key words:knowledge teaching;knowledge constructivist theory;recognition theory of dialectical materialism
In recent years,our country has witnessed a great emphasis on students' positive,active,creative learning in the reform of school curriculum and teaching.This is a good phenomenon worth being praised.However,when analyzing the main reason of students' passive learning,a lot of people argues that knowledge teaching is the cause.Being proposed in due time,Knowledge Constructivism caters for the need of this criticism.At some time,the notions that knowledge is constructed and cannot be taught,that knowledge can only be acquired through actively constructive learning were very popular in the teaching theory and practice.It seems that students cannot acquire knowledge without referring to Constructivism.In the light of these notions,we would like to put forward a question for discussion,namely,how to understand that knowledge is constructed? Is constructive learning in a conflict with knowledge teaching? The following is some reflection and discussion about these questions.