现代诠释学视域下的教师话语研究体系重构  

Reconstruction of Teacher Discourse Research System from the Perspective of Modern Hermeneutics

作　　者：杨伊[1] YANG Yi(School of Education,Shanghai Normal University,Shanghai,200234)

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《现代基础教育研究》2023年第3期78-84,共7页Research on Modern Basic Education

基　　金：国家社科基金青年项目“基于师生互动多模态数据库的教师话语研究”(项目编号:21CYY017)的研究成果。

摘　　要：语言是课堂教学的重要载体,诠释学是理解“语言”的重要工具,诠释学理论的发展和流变折射到教师话语研究当中,对于如何认识教师话语有不同的解释。而现代诠释学对古典诠释学和一般诠释学的质疑,正切中了今天教师话语研究的误区,即寻求唯一的真实意义。现代诠释学不仅为师生差异化理解的存在提供了合理的解释,而且将该理论介入教师话语研究,实现了认识上的突破。因此,文章援引现代诠释学中关于初始视域、当下视域与前理解的重要观点,整合到“师—生—文本”这一基本结构中,以新的框架重新规整了教学过程。Language is an important carrier of classroom teaching,and hermeneutics is an important tool to understand lan⁃guage.The development and change of hermeneutic theory are reflected in the study of teacher discourse with different interpreta⁃tions on how to understand it.However,the questioning of classical hermeneutics and general hermeneutics from modern herme⁃neutics directly hits the misunderstanding of teacher discourse research today,that is,seeking the only true meaning.Modern hermeneutics not only provides a reasonable explanation for the difference in understanding that exists between teachers and stu⁃dents,but also makes a breakthrough in cognition by introducing the theory into the study of teacher discourse.Therefore,this re⁃search has applied the important viewpoints of modern hermeneutics on initial vision,present vision and pre-understanding,and integrated them into the basic structure of“teacher—student—text”to reorganize the teaching process with a new framework.

关 键 词：教师话语 诠释学 重构 

分 类 号：G451[文化科学—教育学]