论课程文本的“意义”与“意味”  

On Meaning and Significance of Curriculum Text

作　　者：杨道宇[1] 

机构地区：[1]渤海大学教育学院

出　　处：《全球教育展望》2013年第7期26-32,72,共8页Global Education

基　　金：辽宁省教育厅人文社科一般项目"生命体验取向的课程设计研究"(项目编号:W2011075);教育部人文社科规划项目"区域经济视域下普惠性幼儿园的政府财政投入机制研究"(项目编号:12YJA880166)的研究成果

摘　　要：课程文本不但有"意义",而且有"意味"。课程文本的"意义"所反映的是客观化于课程文本之中的作者意图与课程文本所言及的事物本身,它具有区别于"意味"的三个明显特征:一是不依赖于读者而独立存在的"客体自主性";二是读者只能按照课程文本的"意义"自身所给出的那样而予以接受的"被给予性";三是通过共有、共识和公用而表现出来的"公共性"。课程文本的"意味"所反映的则是课程文本与读者之间的关系,是课程文本的"意义"对读者的存在所指示的可能性,它具有区别于"意义"的三个明显特征:一是反映课程文本的"意义"与读者之间内在关联的关系性;二是由读者的自主建构而得以不断生成的人为性;三是来源于读者个人生活并服务于读者个人生活的私人性。Curriculum text has both meaning and significance. The meaning of curriculum text is the objectification of authors＇ mind and things - self talked about in curriculum text. It has three obvious characteristics different from significance： Firstly, it＇ s an objective autonomy independent from readers; secondly, readers can only accept the meaning according to the given of curriculum text; Thirdly, its commonality displayed through the mutual, consensus and public of the meaning of curriculum text. The significance of curriculum text is the relation between curriculum text and readers, the possibility of readers＇ Survival inspired by curriculum text. It has three obvious characteristics different from meaning ： Firstly, it＇ s to reflect the relation between the meaning of curric- ulum text and readers ; secondly, it＇ s to reflect the generation of the meaning of curriculum text by readers＇ independent construction; Thirdly, it＇ s derived from readers＇ personal life and provides service for readers＇ personal life.

关 键 词：课程文本 意义 意味 理解 

分 类 号：G420[文化科学—课程与教学论]