课程建构二元论

1、“量力性和可接受性”、“高难度、高速度”、“最近发展区”，是适于不同学生和不同学习材料的学习原则。2、有些学习需要以学生的直观的生活经验作为起点，不断向教材中的理性知识渗透；有些学习是以教材中的理性知识为起点，不断向后续直观经验进行扩散。3、对“顺应”概念的解释形成四种类型。从另一角度，又分为主动适应和被动适应。4、个体即可认知外部世界存在的秩序与规律，又可在与环境的互动中自主建构知识。5、知识系统的稳定是相对的，不稳定是绝对的；完整性和封闭性是相对的，不完整性和开放性是绝对的。6、人类社会中的一些成果是合作互动形成的，另一些成果则是独立思考形成的，教师应鼓励学生形成这两种学习和工作的风格。

On the Dualism in the Mapping- Out of Curricula

1 ＂Measurement and acceptability＂, ＂high difficulty, high speed＂, zone of proximal development are the wain principles for different students and different study materials. 2 While handling the teaching of life experience and reasonable knowledge, some contents of studies need to keep the students＇ intuitive life experience as the starting point, permeating to the reasonable knowledge in the teaching material continuously; some studies take the reasonable knowledge in the teaching material as starting point, proliferating to following intuitive experience continuously. 3 the concept of ＂ accommodation＂ has four sorts of interpretations： influence accommodation, adjusted accommodation, selective accommodation, close accommodation. From a different point of view, it can be divided into active acclimation and passive acclimation. 4 The individual not only can cognize the existent order and law of the exterior world, but also can independently construct the knowledge in the interaction with the environment.. 5 the stability of knowledge system is relative, instability is absolute; integrity and closing are only relative, incompleteness and openness are absolute. 6 in human society, some results come into being through cooperation and interaction, and some other results come into being through independent think, teachers should encourage student to develop these two styles of study and work.