新课程改革下课程文本语言与学生经验研究

Research on Curriculum Text Language and Students' Experience under New Curriculum Reform

受20世纪世界哲学语言学潮流的影响,人们对语言的确定性发生怀疑,课程中的文本语言不再是唯一确定因素。课程文本语言与学生经验割裂的根源是哲学上把物质和精神视为两个彼此独立的实体,这就导致课程意蕴囿于文本语言的符号之中、课程主体消于文本语言的情境之中以及课程价值拘于文本语言的形式之中等问题。教师应引导学生生成文本的课程意义,为学生提供广阔的建构空间,在语言的假定中寻求搭建想象力的桥梁,最终实现课程文本语言与学生经验和谐共生的目的。

With the influence of the linguistic trend of world philosophy in the 20th century, people doubt the certainty of language. Text language in the curriculum is no longer the only determinate factor. The root of the separation between the textual language and the students' experience is the philosophical view of material and spirit as two separate entities. In this way, curriculum implication is confined to the symbols of text language, curriculum subject disappears in the context of text language and curriculum value is confined to the form of text language. Teachers should guide students to generate the meaning of the text, provide a broad space for construction, and seek to build a bridge of imagination in the language assumptions, so as to realize the harmonious coexistence of the text language and students experience.