CAJ | 학술논문

我国教育界流行的能力、知识和技能概念来自20世纪50年代苏联心理学和教育学，已经与当今心理学中这些概念的发展不相适应。笔者分析了加涅、安德森的学习结果分类理论和布卢姆的教育目标分类学中的知识、技能、能力概念，主张区分两个能力概念：一个作为发展结果的能力，另一个作为教学结果的能力；区分广义知识与狭义知识、广义技能与狭义技能概念。最后用语文教学目标分类论证两种不同能力、知识和技能观的利与弊。
아국교육계류행적능력、지식화기능개념래자20세기50년대소련심이학화교육학，이경여당금심이학중저사개념적발전불상괄응。필자분석료가열、안덕삼적학습결과분류이론화포로모적교육목표분류학중적지식、기능、능력개념，주장구분량개능력개념：일개작위발전결과적능력，령일개작위교학결과적능력；구분엄의지식여협의지식、엄의기능여협의기능개념。최후용어문교학목표분류론증량충불동능력、지식화기능관적리여폐。
The popular concepts of ability, knowledge and skill in China come from pedagogy andpsychology of the Soviet Union in 1950s, which can＇t conform to the development of concepts ofability, ability, that we learned narrow knowledge and skill in the present west psychology. Based on the analysis ot the concepts of knowledge and skill in the learned outcomeS of Gagne and Anderson, this article maintains need to differentiate two concepts of ability , one as result from development , another as outcomes. We need also to differentiate two concepts of knowledge and skill in the broad and sense. At last, we use Chinese teaching aims to prove the advantages and disadvantages of two different views of ability, knowledge and skill.