华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2020, Vol. 38 ›› Issue (3): 106-116.doi: 10.16382/j.cnki.1000-5560.2020.03.010

• 学习科学 • 上一篇    下一篇

重识与重估：皮亚杰发生建构论及其视野中的学习理论

白倩, 冯友梅, 沈书生, 李艺   

  1. 南京师范大学教育科学学院, 南京 210097
  • 发布日期:2020-03-11
  • 基金资助:
    2019年江苏省高校优势学科建设工程资助项目（PAPD）

Reviewing and Reappraising: Piaget's Genetic Constructivism and Learning Theory from his Perspective

Bai Qian, Feng Youmei, Shen Shusheng, Li Yi   

  1. School of Education Science, Nanjing Normal University, Nanjing 210097, China
  • Published:2020-03-11

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摘要： 在发生学立场上，皮亚杰的发生建构论知识观可以在渐次递进的两个层面来解释：从知识的发生与建构看，知识与思维相伴而生、共同发展，具有内在一致性，知识从属于思维，思维以知识为基础，两者其实是知识发生这一事物的状态与过程两个侧面；从知识结构的发生与建构看，知识的发生实际上是因思维发生导致的知识结构的发生，知识结构从属于思维结构，思维的水平决定了知识结构的状态和水平，思维的实现又以知识结构为基础，显现出与知识结构相关联的水平。以此观点考察既有建构主义学习理论，发现其只继承了皮亚杰发生建构论中的“建构”表象，错过了“发生”的本质，导致其忽视了对知识发生过程的思考，不能认识到知识与思维的内在一致性，进而错过了对知识的发生及由此而致的人的发展进行深入把握的机会。重新以皮亚杰的发生建构论审视学习理论，可以获得关于知识观、学习观和教学观的新启示。

关键词: 发生建构论, 建构主义学习理论, 皮亚杰, 发生学, 知识与思维

Abstract: In genetic theory, Piaget's genetic constructivism of knowledge concept can be explained from two perspectives: From the perspective of the occurrence and construction of knowledge, knowledge and thinking are concomitant and develop together, with internal consistency. Knowledge is subordinate to thinking, and thinking is based on knowledge. In fact, they are two aspects of the state and process of the occurrence of knowledge. From the perspective of the occurrence and construction of structure, the occurrence of knowledge is the occurrence of knowledge structure which is caused by the occurrence of thinking. While knowledge structure is subordinate to thinking structure, the level of thinking determines the status and level of knowledge structure, and the realization of thinking is based on the knowledge structure. It's found that constructivism learning theory only inherited Piaget's “construction”, but missed the essence of “genetic”, thus ignoring the process of knowledge occurrence for learning theory, and eventually missing the in-depth understanding of the generation and development of knowledge. Re-examining the learning theory in the light of Piaget's genetic constructivism helps to gain new enlightenment on the concept of knowledge, learning and teaching.

Key words: genetic constructivism, constructivism learning theory, Piaget, genetics, knowledge and thinking