科学教学认识论下的教学文本理解及其变化  

The Characteristics of Understanding Textbook and Its Change from the Perspective of Scientific Epistemology

作　　者：周险峰[1] 

机构地区：[1]湖南科技大学教育学院,湖南湘潭411210

出　　处：《大学教育科学》2008年第1期57-60,共4页University Education Science

基　　金：湖南省教育科学十一五规划课题"新课改与高中教育行为选择的价值冲突与自我调适机制分析"(XJK06CJJ081)

摘　　要：科学教学认识论秉持主客二分的思维范式与"正确掌握"的价值追求,认同授受的教学形式与意义的单向传输性,其程序化的努力抽空了教学的人文性。当代教学认识论的生活化转向,使教学文本理解出现了新的特点,生活教学认识论重视理解主体的主观体验性、差异性、创造性、对话性、开放性。它关注教学中人的完整性,关注教学主体的生命成长和精神世界的充实。它使教学中的人与知识、人与人之间成为一种视域融合、意义生成的关系,同时也是一种交往与对话关系。In the aspect of scientific teaching epistemology, apprehension view of text holds the thought paradigm of subject and object dichotomy and the value pursuit of ＂correct understanding＂, and subscribes to one - way transmission between teaching form and meaning. The schematization work loses the humanity of teaching. Life epistemology gives new characteristics to text - understanding. New apprehension view of text attaches importance to the subject experience, the differences, the creativity, conversational nature and openness. It concerns people＇s integrity, teaching subject＇s life growth and spiritual enrichment. The relation between people and knowledge, person and person is a relation of visual fusion, meaning generation, association and dialogue.

关 键 词：科学认识论 生活认识论 文本理解 

分 类 号：G642[文化科学—高等教育学]