教师课程理解的生存论意蕴——哲学解释学的视角

The Connotation and Generation of Teachers'Curriculum Understanding

教师课程理解是存在于教育实践中的一种普遍现象。基于哲学解释学的视角,教师课程理解并非仅是作为达成课程目标的一种手段或工具,旨在实现对课程文本中课程设计者原意的复原,而是在事实上构成了教师生命存在的重要方式;教师对课程文本的理解是一个视域融合的过程,"先见"构成了理解的基础和前提,通过理解最终所实现的则是课程意义的不断创生。

As a phenomenon,the teachers＇understanding curriculum exists in the educational practice objectively. From the perspective of Philosophical hermeneutics, teachers＇ understanding of curriculum, wouldn＇t be treated as an instrument about achieving curriculum aim any more,but a fundamental mode about human existence in fact,and his final aim is achieving the generation of curriculum meaning,The foresight a teacher owns constitutes the basis and prerequisite for them to understand the curriculum and ＂Horizon fusion＂is a process in which teachers comprehend the course,it is achieved through the dialogue among the teacher, textbooks and his students.