试论课程的对话意蕴  

On Dialogue in Curriculum and Its Significance

作　　者：邵晓霞[1] 

机构地区：[1]西北师范大学教育学院,甘肃兰州730070

出　　处：《西北师大学报（社会科学版）》2012年第2期117-122,共6页Journal of Northwest Normal University(Social Sciences)

基　　金：教育部人文社会科学项目"高中新课程教学设计的理论与实践研究"(08JA880052)

摘　　要：对话是平等者之间一种共生的交往关系。对话意味着对话主体间的相互理解、视域融合及经验分享。教育正是充盈着对话这些特征而使教育主体丰富了自己的精神世界,并使人类与世间万物、文本间生命能量无限生成。而课程作为实现教育对话的桥梁,其对话意蕴体现在课程主体与课程主体、课程主体与课程文本、课程主体与世界万物间的理解、视界交融中分享经验,获取新的生命精神能量。这对于全球多元文化背景下课程目标的确立、课程内容的选取、课程交往理性的凸显不无启示。利用课程这座承载着对话价值的桥梁,实现教育对话,进而实现社会的正义、公平与理解,亦是教育的理想愿景。Dialogue is a kind of symbiotic communicative relation among dialogue subjects, which indicates dialogue subjects＇ mutual understanding, the fusion of their visions, and their experience sharing. The dialogue in curriculum reflects the mutual understanding among curriculum subjects, the texts, the world, and the experience sharing through fusion of their visions to gain new energy of life. By using curriculum as the bridge which carries the dialogue value for realizing the education dialogue, we can further achieve the social justice and understanding, which are the ultimate education goal.

关 键 词：课程 教育主体 对话 理解 视域融合 

分 类 号：G423[文化科学—课程与教学论]