A Probe into Teaching Cognition Based on Disciplinary Practice
The separation between the subject and the object in traditional epistemology has a significant impact on the development of teaching cognition.Representational teaching epistemology emphasizes the unity of the subject's cognition,the knowledge carrier,and the external world;constructivist teaching epistemology emphasizes the shaping of the cognitive structure in the interaction between students and the environment;and embodied teaching epistemology advocates embodied participation in teaching activities,especially the improvement of knowledge acquisition through sensory experience.Traditional teaching cognition tends to create a dichotomy between the subject and the object,and views knowledge as an objective existence that exists outside the subject and awaits the subject's discovery,exploration,and improvement.The Compulsory Education Curriculum Program(The 2022 Edition)emphasizes a"disciplinary practice-based"teaching design,which helps to achieve the unity of disciplinary knowledge and practice-based wisdom,the unity of knowledge acquisition and practical application,and the unity of cognitive development and personality construction,and eliminates the binary opposition in traditional teaching cognition in terms of the existence,representation,and functions of knowledge.Disciplinary practice takes various forms in teaching activities that unify cognition and action,including the operational practice of concept application,the confirmatory practice of proposition construction,the exploratory practice of problem solving,and the creative practice of the life world.
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