课程理解的客观性立场

The Objective Position of Curriculum Understanding

为增进课程理解的客观性,从而使正确理解区分于误解,使"创造性理解"区分于漂浮无据的主观性虚构,课程理解活动必须坚守客观性立场:第一,坚守客体的自主性立场,强调课程理解的对象——课程文本所客观表征的作者意图与事物本身对于作者与读者的客观独立性;第二,坚守融贯性立场,强调文本内部的融贯性、作品语言与时代语言之间的融贯性、作品与作品类型之间的融贯性、作品与作者之间的融贯性所形成的诠释学循环;第三,坚守现实性立场,强调对作者观点的批判性反思,对互补性或对立性观点的批判性反思,对事物发展本身的敏感性。这种客观性立场有利于克服中国新课程改革领域所出现的主观化倾向,从而有利于新课程改革的健康运行。

In order to promote the objectivity of curriculum understanding, distinguish correct understanding from misunderstanding, and distinguish ＂creative understanding＂ from subjective fiction, the objective position of curriculum understanding must be adhered to： Firstly, the objective independent position must be adhered to, which emphasizes the object of curriculum understanding-the author＇s purpose and the matter itself represented objectively by the curriculum text- is objective and independent to the author and readers; Secondly, the coherence position must be adhered to, which emphasizes the annotating cycle formed by the coherence within the text, the coherence between the writing language and the language of the times, the coherence between the writing and its types, and the coherence between the writing and the author; Thirdly, the realistic position must be adhered to, which emphasizes the critical reflection on the author＇ s views and the opposite or complementary views, as well as the sensitivity to the development of things. This objective position can overcome the subjective tendency in the New Curriculum Reform in China, thus benefiting the healthy operation of the New Curriculum Reform.