摘要
21世纪以来,中国教育学话语建构取得了重要理论进展,但其主要围绕教育学“话语”的语义学与语用学分析展开,缺少对“话语”意义生成方式的深层探究,或者说,忽视了汉语语言本体的独特性。汉语是中国文化思维的形式载体,更是中国文化本身。然而,受制于西方现代性思维,当下中国教育学话语与汉语语言本体之间存在明显的错位,脱离了汉语文化思维方式。在话语研究的语言转向背景下,本文借助语言本体视角重新审视习以为常的“素养”话语,通过对“素+养”组合的三重分析将“素养”转变为中国式概念与表达,提供了质疑现代性意义生成方式与突破现代性思维桎梏的独特的语言本体视角。
Since the 21st century,important theoretical progress has been made in the construction of discourse in Chinese pedagogy,but it mainly focuses on the semantic and pragmatic analysis of pedagogical“discourse”,and lacks in-depth exploration of the meaning generation mode of“discourse”,or ignores the uniqueness of Chinese language ontology.The Chinese language is the form carrier of Chinese cultural thinking,and it is also the Chinese culture itself.However,subject to Western modernity thinking,there is a clear dislocation between the current Chinese pedagogical discourse and the Chinese language ontology,which is detached from the Chinese cultural way of thinking.In the context of language turning in discourse research,this paper re-examines the accustomed“literacy”discourse from the perspective of language ontology,and transforms“literacy”into a Chinese concept and expression through the triple analysis of the combination of“literacy+cultivation”,providing a unique linguistic ontology perspective that questions the way of meaning generation of modernity and breaks through the shackles of modern thinking.
作者
赵伟黎
郑云丹
ZHAO Weili;ZHENG Yundan(Jing Hengyi School of Education,Hangzhou Normal University,Hangzhou,Zhejiang 311121,China;Department of Education,Southwest University,Chongqing 400715,China)
出处
《湖南师范大学教育科学学报》
北大核心
2023年第4期1-8,共8页
Journal of Educational Science of Hunan Normal University
关键词
教育学话语
语言本体视角
文化自觉
素养
educational discourse
ontological language perspective
cultural self-awakening
suyang
