摘要
随着后现代知识范式的确立，教师解释亦有重新“正名”之必要。教材理解和教学讲解之间不是一种线性关系，而是形成一个解释学循环。在后现代知识范式下，人们应从描述性、阐释性和规范性这三个方面对教师解释进行分析。教师解释要尊重知识的“原创性”，其适切模式是实践智慧而非技术知识。
As the establishrnem of the post-modern knowledge paradigm, the teacher＇s imerpretation also needs renaming. The relationship between textbook understanding and teaching presentation is not linear but interpreting and cycling. In the post-modem knowledge paradigm, the teacher＇s interpretation should be analyzed from the descriptive, imerpretative and prescriptive aspects. The authorship of the knowledge is respected, and the appropriate mode for teacher imerpretation is not technical knowledge hut practical wisdom.
出处
《课程．教材．教法》
CSSCI
北大核心
2010年第5期99-103,共5页
Curriculum，Teaching Material and Method
关键词
后现代知识范式
教师解释
教材理解
教学讲解
解释学循环
实践智慧
post-modern knowledge paradigm
teacher＇s interpretation
textbook understanding
teaching presentation
imerpretation and cycling
practical wisdom
