解释的限度——基础教育课程改革中课堂教学的反思

The Limits of Interpretation——Reflections on Class Teaching in the Basic Education Curriculum Reform

新课程改革背景下的课堂教学提出从传统课堂转向开放式课堂,强调学生、教师双主体对教学文本的多元化解释。然而在实际教学中,对这一理念的把握产生了偏执和误解,出现了课堂教学解释无度的现象。如何在认清基础教育本质、尊重知识确定性和客观性的前提下对教学文本进行个性化的解释,成为人们关注的话题。

The classroom teaching in the context of the new curriculum reform is based on the theory of the philosophical hermeneutics. It proposed the transformation from the traditional classroom to the open type and emphasized that pairs of the subjects, students and teachers, to explain the teaching text in diversity. However, in practical teaching, the educators＇ misunderstanding of this concept leads to the unlimited interpretation of the classroom teaching. How to interpret the teaching text on the premise that people understand the nature of basic education,respect the certainty and objectivity of knowledge has become the subject of attention.