现代诠释学视域中的“教学”新解  

A New Interpretation of Teaching from the Perspective of Modern Hermeneutics

作　　者：罗燕 辛继湘[1] 邹军[3] Luo Yan;Xin Jixiang;Zou Jun

机构地区：[1]湖南师范大学教育科学学院,长沙410205 [2]湖南第一师范学院文学与新闻传播学院,长沙410205 [3]湖南省电化教育馆,长沙410005

出　　处：《现代大学教育》2019年第5期8-13,112,共7页Modern University Education

基　　金：国家社会科学基金教育学一般项目“文化自信导向的中小学课程创新研究”，项目编号:BHA180159

摘　　要：教学是一个由师生和媒介共同参与的,关涉教学主体、过程、意义等多种因素、多个变量,充满不确定性的非线性动态过程。在现代诠释学视域中,教学中的主体既不是教师也不是学生,而是由教师、学生、媒介共同在场的教学活动本身;教学过程并非是既定内容的线性传递与授受,而是自我理解的内向循环和意义社会化的外向循环的结合;教学的价值追求不仅是知识与技能的获得,而且是意义重构与创生,是个体的主体生成与自我超越。从现代诠释学的视域审视教学,这是对当前教学的一种反思与超越。Teaching is a nonlinear dynamic process characterized by uncertainty and involving multiple factors or variables. From the perspective of modern hermeneutics, it is not merely the presence of teachers or students, but the interaction between them via a teaching medium that defines a teaching process. Teaching does not consist in the unidirectional transmission of knowledge-from the teacher to students;instead, it refers to the concurrent development of both self-awareness and social identity among students. In other words, teaching is not just for knowledge acquisition or skill development, but for meaning generation, the reconstruction of truth, and ultimately self-realization and self-transcendence for every individual.

关 键 词：现代诠释学 教学 教学主体 理解 意义 前见 理解循环 视域融合 

分 类 号：G40[文化科学—教育学原理]