课程理解的客观性立场

发布时间：2018-05-03 23:15

本文选题：课程理解 + 客观性　；参考：《教育理论与实践》2015年01期

【摘要】：为增进课程理解的客观性,从而使正确理解区分于误解,使"创造性理解"区分于漂浮无据的主观性虚构,课程理解活动必须坚守客观性立场:第一,坚守客体的自主性立场,强调课程理解的对象——课程文本所客观表征的作者意图与事物本身对于作者与读者的客观独立性;第二,坚守融贯性立场,强调文本内部的融贯性、作品语言与时代语言之间的融贯性、作品与作品类型之间的融贯性、作品与作者之间的融贯性所形成的诠释学循环;第三,坚守现实性立场,强调对作者观点的批判性反思,对互补性或对立性观点的批判性反思,对事物发展本身的敏感性。这种客观性立场有利于克服中国新课程改革领域所出现的主观化倾向,从而有利于新课程改革的健康运行。
[Abstract]:In order to promote the objectivity of curriculum understanding, so as to distinguish correct understanding from misunderstanding and "creative understanding" from floating subjective fiction, curriculum understanding activities must adhere to the objective position: first, adhere to the independent position of the object. Emphasizing the object of curriculum understanding-the author's intention and the objective independence of the object itself for the author and the reader, the second, sticking to the position of integration, emphasizing the integration of the text, The integration between the language of the work and the language of the times, the consistency between the work and the type of work, the hermeneutics cycle formed by the fusion between the work and the author. Critical reflection on complementary or opposites is sensitive to the development of things themselves. This objective position is conducive to overcoming the subjective tendency in the field of new curriculum reform in China, and thus conducive to the healthy operation of the new curriculum reform.
【作者单位】：渤海大学教育学院;
【基金】：辽宁省社科联项目《教育综合改革的基本特征与推进策略研究——以辽宁省所承担的8项国家级试点项目为例》(项目批准号:2014lslktzijy-06) 辽宁省教育科学规划2014年度基地专项课题《课文理解的客观性立场》(课题编号:JG14ZXYO8)的阶段性研究成果
【分类号】：G423

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