Abstract:

Accessing to core competences by knowledge teaching has become a general consensus in academic circles. The practical difficulties is reflected in the separation of“knowledge of content”and“knowledge of method”,the separation of “symbolic knowledge” and“internal meaning”,the separation of“fragmented knowledge”and“comprehensive application”. On the basis of the existing practical difficulties,the theoretical consideration is carried out according to the logic of “knowledge concept—concept of learning—eaching concept”,in order to provide some useful references for the teaching of “access to competency by knowledge”. It is found that knowledge based on student development has the characteristics of generative,individuality and integrity. Learning is the individual construction of learners in the social context. In the process of construction, body,mind and environment interweave with each other,thus promoting the transformation and integration of learners’concepts. The cultivation of core competences needs to provide effective teaching support in three aspects:First,to establish learning community and motivate students to actively construct;Second,take care of the subject’s experience and highlight the inherent meaning of knowledge;Third,construct concept network and use knowledge flexibly.

Key words: core competences, knowledge teaching, knowledge concept, concept of learning