理解与对话:主体观视角下的课程透视  

Understanding and Dialogue: Curriculum Fluoroscopy under the Concern of Subject

作　　者：彭辉[1] 边霞[1] PENG Hui BIAN Xia(School of Education Science, Nanjing Normal Universit)

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《教育理论与实践》2016年第11期57-60,共4页Theory and Practice of Education

摘　　要：理解和对话是"理解课程"范式下的中心话语,也是主体在课程中实现自身的重要体现。课程是主体间理解和对话的过程,对话作为通向理解的可能路径,促使主体在课程中走向理解与共生,理解、对话、主体之间存在本质上的内在联系。随着现代主义和后现代主义主体观内涵的分野与融合,主体的内涵逐渐丰富和多样,教师、学生和文本均成为课程中的主体并构建学习共同体,传统的关注知识和真理的课程观向关注主体体验的课程观转变。课程在本质上是主体(教师、学生和文本)通过理解和对话以实现自身转变的过程。Understanding and dialogue are central to the discourse of ＂Curriculum Understanding＂. It is important to realize the subject reflected in the curriculum. Curriculum is the process of understanding and dialogue among subjects. Dialogue, as a possible path to understanding, promotes subjects in the curriculum towards understanding and coexistence. There is an inner relationship between the nature of the understanding, dialogue and subject. With the integration and separation of main concept of subject in modernism and postmodemism, the connotation of subject gradually enriched and diversified. Teachers, students and texts have become the subjects in curriculum and construct a learning community. Traditional curriculum concept of concerning knowledge and truth transforms into the curriculum concept of concerning experience of subjects. Curriculum in essence, is the main process of subjects, including teach- ers, students, and texts, through understanding and dialogue in order to achieve their own transformation.

关 键 词：课程 理解 对话 主体 文本 

分 类 号：G423[文化科学—课程与教学论]