解释学本体论转向下的教学四重对话关系  

Fourfold Dialogue Relations in Teaching under Turn of Hermeneutic Ontology

作　　者：孙田琳子 沈书生[1] 李艺 

机构地区：[1]南京师范大学教育科学学院,南京210097

出　　处：《安徽师范大学学报（社会科学版）》2018年第2期110-115,共6页Journal of Anhui Normal University(Hum.&Soc.Sci.)

基　　金：江苏高校教育学优势学科建设工程资助项目(164320H111-1);2017年南京师范大学优秀博士学位论文选题资助计划(YXXT17_003)

摘　　要：解释学本体论转向引起的理解观流变对教育场域产生较大的启示作用。文章先后阐述不同理解观所蕴含的特定教学关系,剖析解释学本体论转向背后的教学论意义,从解释学中"作者-读者-文本"三者理解关系的突破转变重新审视教育中的"教师-学生-知识"间的教学关系,阐明教学实体间不是对立的本位关系而是双向的对话关系。在此基础上分别讨论了解释学本论转向下的教学四重对话关系,既师生间的建构性对话、生生间的启示性对话、人与知识的理解性对话和师生自我的反思性对话,以期为今后教学实践的发展提供理论参考。The change of comprehension concepts caused by the shift of hermeneutic ontology has a great influence on the educational field.First state the specific teaching relation contained in the different understanding view,and analyze the teaching theoretical significance which the hermeneutic ontology turns.Then explain the relationship among the"teacher-student-knowledge"in teaching by analyzing the change of the relationship among"author-reader-text"in hermeneutics.The teaching relationship should not be opposed but the dialogue relations.On this basis,discuss the fourfold dialogue relations in teaching under the turn of hermeneutic ontology:the constructive dialogue between the teacher and student,the enlightening dialogue between the students,the understanding dialogue between people and knowledge and the reflective dialogue between people and themselves.We hope it will provide theoretical reference for the future development of teaching practice.

关 键 词：解释学 本体论转向 理解观 教学对话关系 

分 类 号：G40-057[文化科学—教育学原理]