摘要
课程文化作为"意向性系统"中的交互关系性存在,亟待从意向性理论的视角进行深入探析。课程文化首先是沟通心灵与社会的动态文化"意向系统",它以语言为中介,通过语词向世界适应、世界向语词适应、世界与语词零适应等交互意向性功能与形式,从单向度的课程文化意向性向交互性的课程文化意向性发展。课程文化的交互意向性包含语言的制度性、交往实践性和交互意向性生活等本性、特性及实践形式。在师生关系的课程文化中,具体体现为"他—他"关系的唯我意向性、"你—你"关系的对话意向性、"我—我"关系的公共意向性。
Curriculum culture,which exists in the'intentionality system'with the property of interactive relationship,should be studied deeply from the perspective of intentionality theory.Language is an intermediary of curriculum culture.By language,curriculum adapts to world,world adapts to curriculum,and curriculum and world adapt nothing to each other.With these functions and forms,curriculum builds intentionality relationship between minds and society,and experiences the process from one-way intentionality to interactive intentionality,which includes the characteristics and forms of language system,communication and intention interaction.In the teacher-student relationship,curriculum culture is embodied as'He-Him'echo intentionality,'You-You'dialogue intentionality and'I-Me'public intentionality.
出处
《华南师范大学学报（社会科学版）》
CSSCI
北大核心
2017年第3期87-92,共6页
Journal of South China Normal University：Social Science Edition
基金
教育部重点课题"成都教育标准体系建设研究"(FFB120538)
教育部四川高校人文社会科学重点研究基地项目"教育制度的社会实在建构初探"(TCCXJY-2015-B06)
"意向性理论视野下的少年儿童思想意识教育"(15SZSJYZ-21)
四川省教育厅教育科研课题"导向型自主学习教学模式"(川教函2014-446号)
关键词
课程文化
师生关系
意向性
交互意向性
语言
curriculum culture
teacher-student relationship
intentionality
interactive intentionality
language
