教学中的真理—意义问题探讨  

Exploration on the Truth and Meaning in Teaching

作　　者：王静[1] 

机构地区：[1]西南大学逻辑与智能研究中心

出　　处：《开放时代》2010年第6期151-158,共8页Open Times

基　　金：2008年重庆市重点文科基地重大项目"决策论方法在语言理解和交流中的应用"研究成果

摘　　要：如何从外延性真理理论来探讨意义问题,一直是教学实践中的一个难点。本文依据戴维森纲领,对教学过程中不易梳理和理解的真理—意义关系问题作了详细的分析和探讨:首先根据戴维森关于恰当的意义理论标准,简要分析他对成真条件语义学的继承和改进,引出他为什么要以塔斯基的形式化真理概念为基础构建关于真理—意义的理论,进而揭示他如何运用两个关键步骤即语境原则和语义上升方法,将经过修改的约定—T作为意义理论的基础。It has always been a difficult job in the classroom to explain to the students the issue of meaning by virtue of the theory of extensional truth. This essay attempts to employ the Davidson Program in the analysis of the relationship between truth and meaning that has given teachers the hard time to sort out and interpret. To begin with, this essay gives a brief account of how Davidson has inherited and improved on the truth-condition semantics as seen in his criteria for an adequate theory of meaning. This leads to the explanation why he constructs the theory of truth and meaning on the basis of Tarski＇s concept of formalized truth. The essay will then proceed to show how Davidson uses the principle of linguistic context and the method of semantic-ascent as two key steps to construct his theory of meaning on the basis of the revised Convention T.

关 键 词：真理 意义 戴维森纲领 约定—T 

分 类 号：B812[哲学宗教—逻辑学]