摘要
基于生成论教学哲学的基本立场、哲学阐释学"视域融合"的文本解读观以及整体思维方式,融贯式教材文本解读以人文化育为价值取向,以教材文本为解读本体和多维整合基点,以"读者—文本—作者"间的多向交互作用为解读发生机制,坚持系统性、创造性、规约性原则,经由文本素读、文本细读、文本研读、文本创读四个基本环节理解和创生文本内含,为确立合理的教学内容、促进教学生成奠定基础。
Based on the basic position of Generative Teaching-learning Philosophy (GTP), perspective of the philosophical hermeneutics "horizon fusion" to text interpretation and holistic thinking, horizon fusion and systematic of text interpretation regard the generation human as value orientation, regard the text as basic point and regard multidirectional interaction between the reader, text and author as occurrence mechanism of interpretation. It insists on the principle of systematic, creativity and regularity, through original ecological reading, close reading, research reading, creative reading to understand and create textual meaning, so as to establish the teaching content, and promote teaching-learning generation.
出处
《课程.教材.教法》
CSSCI
北大核心
2018年第2期78-84,共7页
Curriculum,Teaching Material and Method
基金
教育部人文社会科学研究规划基金项目"中外教学哲学思想的诠释整合与本土理论建构"(15YJA880101)
关键词
语文教学
融贯式文本解读
教学内容
生成论教学哲学
horizon fusion and systematic of text interpretation
content of teaching
Generative Teaching-learning Philosophy (GTP)