摘要
经验生长论和发生认识论揭示了教育研究意义生成的两条基本原理:(1)教育研究者的认识生长于主体与环境(含研究对象及其情境)之间的相互作用;(2)大脑在感知、理解环境刺激的过程中建构意义。据此,探索教育研究者意义生成的方法。阅读生成法的主要环节是对文本内容意义及其背景的理解。现场生成法的主要环节是在研究对象现场的"直觉"与"摄入"。研讨生成法的主要环节是在研讨过程中的讲述与对话。内观生成法的主要环节是回忆与反省。
The two basic principles of the meaning generation of educational research are revealed by the theory of experience growth and the theory of occurrence epistemology:( 1) the knowledge of researchers grows in the interaction between them and the environment( including the research subjects and the situation);( 2) brains construct meaning in the process of perceiving and understanding environmental stimuli. Based on the two principles,the author explores the methods of educational researchers' meaning generation. The main part of reading generating method is understanding the meaning and background of the text content; the main part of scene generating method is obtaining"intuition"and"intake"at the scene; the main part of discussion generating method is conducting narration and dialogue; and the main part of the Vipassana generating method is making reviews and reflection.
出处
《华南师范大学学报（社会科学版）》
CSSCI
北大核心
2018年第1期103-109,191,共7页
Journal of South China Normal University：Social Science Edition
关键词
意义生成原理
意义生成法
教育研究者
principle of meaning generation
meaning generation method
educational researcher
