【作 者】：
白 倩， 李 艺
【关 键 词 】：
发生建构； 学习发生； 知识与思维； 思维能力
【栏 目】：
理论探讨
【中文摘要】：
关于“学习是如何发生的”，已有源于心理学范式的解释普遍跳过了对“知识何以可能”的哲学追问，所给出的答案虽各有特色，但也各有局限。追溯哲学认识论成就，发现皮亚杰发生建构思想中的“两个范畴说”刻画了认识主体内部每个当下知识发生的内在机制，可以作为思考学习发生问题的新起点。据此，文章揭示了皮亚杰发生建构论的哲学内涵及其知识观内核，并从真理观、学习发生的过程以及学习走向何方三个方面对“学习是如何发生的”给出了系统性解释。研究认为：皮亚杰发生建构思想下的学习是指发生在学习者内部的基于问题解决的知识构造与思维能力发展的过程。这一定义以发生在学习者内部的问题解决来解释学习发生的内在机制，所给出的是一种更加贴近原初真相的解释。
【英文摘要】：
As for "how learning occurs", the explanations based on psychological paradigms have generally skipped the philosophical inquiry of "how knowledge is possible", and the answers given are distinctive but limited. Tracing the achievements of philosophical epistemology, the paper finds that "two categories theory" in Piaget's theory of genetic constructivism describes the internal mechanism of every current knowledge occurrence in the subject, which can be used as the new starting point for thinking about the occurrence of learning. Based on this, this paper reveals the philosophical connotation of Piaget's genetic constructivism and the kernel of his view of knowledge, and gives a systematic explanation of "how learning occurs" from three aspects: the view of truth, the process of learning and the direction of learning. This research holds that learning under Piaget's genetic constructivism refers to the process of constructing knowledge and developing thinking skills based on problem solving that takes places within the learners. This definition explains the internal mechanism of learning in terms of problem solving within the learner, which gives an closer explanation to the original truth.