与符号际遇意味着什么?——试论德勒兹的学习理念及其教学意蕴  

What It Means to Encounter with Signs:A Discuss on Deleuze's Learning Ideas and Its Educational Implications

作　　者：邵朝友 张桂 SHAO Chaoyou;ZHANG Gui(College of Education,Wenzhou University,Wenzhou,325027,China)

机构地区：[1]温州大学教育学院,温州325027

出　　处：《全球教育展望》2025年第3期54-63,共10页Global Education

基　　金：2022年全国教育科学规划国家青年课题“基于大观念的初中跨学科主题课程建设研究”(项目编号:CHA220291)的阶段性研究成果。

摘　　要：在德勒兹的哲学体系中,思考源于寻找差异而非表征同一,指向真理追求与生命关怀。人们之所以思考,是因为符号强迫人们不得不思考。符号指向未知之物,与符号际遇驱动人们去回应差异、使世界问题化、寻找问题解决办法。这种符号引发的思考也是学习,它不是为了传递知识,而是为了创造知识。深而究之,与符号际遇的学习意味着将学习目的定位于感知与理解差异化世界;在学习方式上围绕与符号际遇所引发的问题进行探索;在学习过程上经历“符号意识—转化—问题化—协调”的过程。该学习理念显示出丰富的教学意蕴,启示人们:秉持差异化的教学理念;以生成创造性经验为宗旨;引发创造性问题;开放多元化的探究路径;凸显直觉与知觉的创新价值。In Deleuze's philosophy,thinking is to seek difference,not to represent identity,meaning truth seeking and life carefulness.The reasons why people have to think lie in the fact that signs make them have to think.Thinking resulted from signs is also learning,not as delivery of knowledge,but as creation of knowledge.Signs point to the unknown,and the encounter with signs drives people to respond to difference,to problematize the world,and to look for solutions.Speaking more deeply,the encounter with signs means the learning intention is located in perception and understanding of world;the learning mode focuses on regulating significance of problem;the learning process involves undergoing stages of symbol awareness,transformation,problematization,and coordination.Those learning ideas embody plentiful educational implications,including upholding different educational ideas,generating creative experience,eliciting creative problem,opening diversified learning patters,and emphasizing creative value of intuition and perception.

关 键 词：德勒兹 符号 同一 差异 思考 学习 问题 

分 类 号：G420[文化科学—课程与教学论]