从语义学到语用学:课程研究的转向  

From Semantic to Pragmatic:The New Trend of Curriculum Reform Study

作　　者：李孔文[1] 

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《西北师大学报（社会科学版）》2015年第1期73-77,共5页Journal of Northwest Normal University(Social Sciences)

基　　金：教育部人文社会科学研究规划基金项目"中西部农村地区课程改革的比较研究"(11YJA880050)

摘　　要："十年课改"作为一种话语实践,改变了人们对于教育的诸多看法。语义学过于关注课程本质和知识基础,导致课程改革问题纠缠。转向语用学,可以形成课程实践智慧,促使基础教育课程改革重生。因此,有必要提出一种新的认识框架和语用学体系加以重构,未来十年的基础教育课程改革需要发生语言学转向。不是要否定课程本体与价值,而是在语用情境中恰如其分地表现它。Curriculum reform of basic education has become discourse practice to change the people＇s opinions.Curriculum reform is stagnated because researchers pay much attention to the essence of course and knowledge basis at semantic level.Turning to pragmatics can help produce wisdom of course practice and promote its rebirth.Therefore,it is necessary to bring forward a new framework and the pragmatic system because curriculum reform of basic education needs the linguistic turning in the next ten years,which does not deny the ontology and value of the curriculum,but manifests it in the pragmatic context appropriately.

关 键 词：基础教育 课程改革 话语实践 语义学 语用学 

分 类 号：G423.04[文化科学—课程与教学论]