體驗區
|
| 篇名 |
图像时代知识学习中视听失衡的认识论反思
|
| 並列篇名 |
Educational Epistemological Reflection on Audio-visual Imbalance in Knowledge Learning in the Image Age
|
| 作者 |
陈颖(Chen Ying)
、王澍(Wang Shu)
|
| 中文摘要 |
图像时代，人们对眼睛的依赖与索取不断攀升，加剧了人类认知方式的视听失衡。人类认知方式的视觉化转向招致了知识学习中的“视觉中心主义”，视听比例在学习过程中产生严重失衡。视听的失衡使学生成为知识学习的旁观者，陷入了认识论困境，表现在：学生作为共在而存在的存在样态被消解，难以突破主体的固有“视域”走向普遍的知识之阈；认识实践被局限于理智活动的范围内，学习过程中的情感维度被遮蔽；知识因被表象化而丧失了原本的活力，成为对立之物被置于学生生活的对立面。学生是知识学习的参与者，因此，在一定意义上，我们须以强有力的内容拒斥视觉霸权，接纳与学习者共在的他者之存在；以倾听向知识敞开，借助于情感促成知识理解的完整性；将知觉作为认知的起点，探寻学生与知识相遇的存在性事件。
|
| 英文摘要 |
In the image age, people’s dependence on and demand for eyes are increasing, which intensifies the audio-visual imbalance of human cognitive mode. The visual turn of human cognitive mode leads to the “visual centralism” in knowledge learning, and audiovisual as a cognitive mode produces imbalance in the learning process. The audio-visual imbalance makes students become bystanders of knowledge learning and fall into an epistemological dilemma, which is manifested in: the existence of students as a common existence is dissolved, and it is difficult to break through the subject’s “vision” to the threshold of universal knowledge; Cognitive practice is confined to the scope of rational activities, and the emotional dimension in the learning process is covered. Knowledge loses its original vitality because it is represented, and becomes the opposite of the students’ life. Students are the participants of knowledge learning, so in a certain sense, we need to reject the visual hegemony with powerful content and accept the existence of others with students. Open to knowledge by listening, and promote the integrity of knowledge understanding by emotion; Taking perception as the starting point of cognition, we explore the existential events where knowledge meets students.
|
| 頁次 |
032-038
|
| 關鍵詞 |
图像时代
、知识学习
、认识论
、the age of images
、knowledge learning
、epistemology
、CSSCI
|
| 卷期 |
445
|
| 日期 |
202402
|
| 刊名 |
中國電化教育
|
| 出版單位 |
中國電化教育雜誌社
|
|
相關文獻 :
客服信箱