1949年后我国中小学语文课堂文本解读的方法论检讨

Review of Text Interpretation Methodology in the Primary and Secondary Chinese Classrooms in China since 1949

1949年后我国中小学语文课堂文本解读在不同历史时期运用了不同的方法论,方法论直接影响到课堂文本解读教育功能的发挥。新中国成立后50年主要运用的是"目中无人"的社会学、文章学和语义学解读法;21世纪以来的十余年中,在以往解读方法并存的同时,"有人无本"的接受美学、解构主义解读法又盛行一时。以上方法论都对学生自我发展造成不同程度的扭曲性影响。在当前促进学生自我健全发展的解读目标指引下,将主张"人本交融"的哲学解释学作为语文课堂文本解读的主要方法论不失为理性选择,因为它是一种立足读者生命本身的发展去阐发文本理解内在哲理的生存论意义上的方法论,恰与当前语文文本解读的目标相契合。

Text interpretation in Chinese classrooms used different methodologies in different historical periods in the primary and secondary schools in China since 1949. Methodology directly affected the play of the educational function of text interpretation in Chinese classrooms. Sociology, articles and semantic text interpretation methods which ignored students had been used for 50 years after the founding of new China. In more than 10 years since the 21st century, reception aesthetics and deconstruction text interpretation methods were also prevalent and the old interpretation methods coexisted at the same time. The above methodology distorts the students＇ self-development to different degrees. Under the guidelines of the current text interpretation goal of promoting students＇ self-perfect development, philosophical hermeneutics that advocates the fusion of horizdn of the text and the students as the main method of interpreting the text in Chinese classrooms is the rational choice theory, because it is a method of the sense of survival based on readers＇ life itself development to interpret text to understand the inner philosophic theory, exactly fits in with the current Chinese text reading goals.