文化诠释、意义生成、文化发展:教材理解的文化逻辑  

Cultural Interpretation,Meaning Generation,Cultural Development:The Cultural Logic of Textbook Understanding

作　　者：罗英 徐文彬[2] LUO Ying;XU Wenbin(Faculty of Education,Tianjin Normal University,Tianjin 300387,China;Institute of Curriculum and Teaching,Nanjing Normal University,Nanjing 210097,China)

机构地区：[1]天津师范大学教育学部,天津300387 [2]南京师范大学课程与教学研究所,江苏南京210097

出　　处：《西南大学学报（社会科学版）》2023年第5期152-162,共11页Journal of Southwest University(Social Sciences Edition)

基　　金：教育部人文社会科学研究青年基金项目“社会网络视域下中小学教师育人能力培养机制的优化研究”(22YJC880052),项目负责人:罗英;中国博士后科学基金第15批特别资助项目“数字时代的知识形态与教材理解研究”(2022T150473),项目负责人:罗英。

摘　　要：教材理解的文化逻辑对于剖析教材文化要素,缩减知识逻辑与认知逻辑的距离具有重要意义。教材文本理解的文化诠释逻辑关注于“如何理解”的问题,体现出融入文化要素,缩减知识逻辑与认知逻辑的距离;遵循诠释规则,追寻教材本身确定的文本意义;聚焦文化诠释,寻求教材文本实体的静态客观解读。教材本体理解的意义生成逻辑转向于“理解何为”的问题,即从知识视域转向文化视域,从文本意义追寻转向文化意蕴生成,从静态客观解读转变为动态互动的过程。教材应用理解的文化发展逻辑聚焦于“何以理解”的问题,确立“不变内核”,以立德为核心规约教材意义生成的价值指向;把握“时之变者”,以行动反思为途径实现教材文本的创造性解读。鉴于此,教材理解需要发挥理解者的创造性,即形成求真、求善、求美三重向度的教材理解品格。The cultural logic of textbook understanding is of great significance for analyzing the cultural elements of textbook and reducing the distance between knowledge logic and cognitive logic.The cultural interpretation logic of textbook text understanding focuses on the problem of“how to understand”,embodies the integration of cultural elements,and reduces the distance between knowledge logic and cognitive logic.Follow the rules of interpretation and seek the text meaning determined by the textbook itself.Focus on the cultural interpretation,seeking the static and objective interpretation of the textbook text entity.The meaning generation logic of textbook ontology understanding turns to the problem of“understanding what”,that is,the process from knowledge perspective to cultural perspective,from text meaning pursuit to cultural implication generation,from static objective interpretation to dynamic interaction.The cultural development logic of textbook application understanding focuses on the problem of“how to understand”,establishes the“invariable core”,and defines the value direction of the generation of textbook meaning with moral as the core.Grasp the“change of time”and realize the creative interpretation of textbook text through action reflection.In view of this,textbook understanding needs to give play to the creativity of the comprehender,that is,to form a textbook understanding character of seeking truth,seeking goodness and seeking beauty.

关 键 词：教材理解 文化诠释逻辑 意义生成逻辑 文化发展逻辑 

分 类 号：G423.3[文化科学—课程与教学论]