摘要
课程理解不但追求课程文本的"意义",而且追求课程文本的"意味"。追求课程文本的"意义"体现了课程理解的认识论旨趣,它追求的是客观化课程文本之中的作者意图和课程文本所言及的事物本身;追求课程文本的"意味"则体现了课程理解的本体论旨趣,它追求的是课程文本之于读者的生存所指示的可能性。两种旨趣的不同决定了追求课程文本"意义"的方法有别于追求课程文本"意味"的方法:前者使用的主要是客观的语言分析、心理分析和"文实互训法";后者使用的则主要是读者与课程文本基于"问—答"结构而进行的对话。
The pursuit of curriculum understanding includes both “meaning” and “significance” of curriculum texts. The pursuit of “meaning” of curriculum texts reflects an epistemological interest of curriculum understanding, which is the pursuit of the author intention embodied in curriculum texts and the thing itself talked about in curriculum texts; The pursuit of “significance” of curriculum texts reflects an ontological interest of curriculum understanding, which is the pursuit of the possibility of readers＇ survival inspired by curriculum texts. Two different interests make the methods to understand the meaning of curriculum texts different from the methods to understand the significance of curriculum texts, with the former including the objective language analysis, psychological analysis and “the interaction between things and curriculum texts”and the latter being the dialogue between readers and curriculum texts based on “question-answer” structure.
出处
《教育理论与实践》
CSSCI
北大核心
2014年第5期57-60,共4页
Theory and Practice of Education
基金
辽宁省教育厅人文社科一般项目<生命体验取向的课程设计研究>(项目编号:W2011075)的研究成果
关键词
课程文本
意义
意味
课程理解
curriculum text
meaning
significance
curriculum understanding
