【作 者】：
魏同玉， 徐文彬
【关 键 词 】：
知识构成； 知识内容； 知识能力； 知识状态； 知识教学
【栏 目】：
课程与教学
【中文摘要】：
知识是由内容、能力和状态三个要素构成的，知识的这三个方面不仅互融，还互补，共同构成一个完整的知识结构。知识的学习就是内化人类认识成果，掌握能力，培养良好精神状态的过程。知识内容的学习是一个通过命题理解、内容反思和启发性应用等方式，获得人类认识成果的过程。知识能力的学习即通过具身认知、默会推论和范例教学等方式，获得活动/行动中形成的判断力、鉴别力和技能。知识状态渗透或蕴藏于知识的内容和能力之中，可通过领悟状态的存在意义、激发求知热情和培养理智信念来获得。在此基础上，需转变对知识教学的传统认识，知识教学在本质上是一种厚实的知识观教学，在目的上应实现由“知”到“无知”的转向，在内容上应扩展对学科知识与教学知识的认识，在过程上处于脱域与浸域的互融之中。
【英文摘要】：
Knowledge is composed of three elements：content, competence and state. These three aspects of knowledge are not only intertwined, but also complementary, together forming a complete structure of knowledge. Knowledge learning is a process of internalizing the achievements of human understanding, mastering competencies and cultivating a good state of mind. The learning of knowledge content is a process of obtaining the fruits of human understanding through propositional understanding, content reflection and enlightening application. The learning of knowledge competence is to acquire judgment, discernment and skills developed through activities/actions by means of embodied cognition, tacit inference and exemplary teaching. The state of knowledge permeates or is embedded in the content and competence of knowledge, which can be obtained by appreciating the existential significance of states, arousing enthusiasm for knowledge and cultivating rational beliefs. On this basis, it is necessary to change the traditional understanding of knowledge teaching. Since knowledge teaching is essentially a thick view of knowledge, in terms of purpose, it should be shifted from "knowing" to " ignorance"; in terms of content, it should expand the understanding of subject knowledge and pedagogical knowledge, and in terms of process, it should be in the process of mutual integration between decontextualisation and immersion of the domain.
【下 载】：
论知识构成及其对知识教学的启示