课程．教材．教法
課程．教材．教法
과정．교재．교법
Curriculum，Teaching Material and Method
2015年
3期
40~47
,共null页
知识的意义建构 建构层次 教育学意义 基本条件
知識的意義建構 建構層次 教育學意義 基本條件
지식적의의건구 건구층차 교육학의의 기본조건
meaning construction of knowledge; levels of the construction; pedagogical meaning; basic condition
知识的意义建构强调师生对知识间联系的深刻与独特理解，追求知识掌握和新知识生成的双重目标，具体表现为知识的表层意义建构和深层意义建构两个层次。它体现了学习者知识获得的协商性、知识客观与主观的统一性、互动与协商的多重性、学习共同体的复杂性与多层次性等教育学意义。创建互动型学习课堂环境、坚持知识的客观性基础、主体成为变化的参与者、发挥语言的“对话”中介功能，是知识的意义建构实现的基本条件。
知識的意義建構彊調師生對知識間聯繫的深刻與獨特理解，追求知識掌握和新知識生成的雙重目標，具體錶現為知識的錶層意義建構和深層意義建構兩箇層次。它體現瞭學習者知識穫得的協商性、知識客觀與主觀的統一性、互動與協商的多重性、學習共同體的複雜性與多層次性等教育學意義。創建互動型學習課堂環境、堅持知識的客觀性基礎、主體成為變化的參與者、髮揮語言的“對話”中介功能，是知識的意義建構實現的基本條件。
지식적의의건구강조사생대지식간련계적심각여독특리해，추구지식장악화신지식생성적쌍중목표，구체표현위지식적표층의의건구화심층의의건구량개층차。타체현료학습자지식획득적협상성、지식객관여주관적통일성、호동여협상적다중성、학습공동체적복잡성여다층차성등교육학의의。창건호동형학습과당배경、견지지식적객관성기출、주체성위변화적삼여자、발휘어언적“대화”중개공능，시지식적의의건구실현적기본조건。
Meaning construction of knowledge emphasizes the deep and unique understanding of knowledge linkage and pursues the double goals of grasping and formation of knowledge. It is presented in two levels specifically： superficial meaning construction and deep meaning construction of knowledge. It reflects the pedagogical meaning of learner＇s negotiation of knowledge acquisition, unity of knowledge objectivity and subjectivity, multiplicity of interaction and negotiation, and complexity and multi-level of learning community. The basic conditions for realizing the meaning construction of knowledge include creating interactive learning classroom environment, sticking to the objective base of knowledge, transforming the subject tO a versatile participant, and carrying out the media function of ＂dialogue＂ for language.
