论教科书的诠释:三重逻辑、现实困境与纾解之道

The Interpretation of Textbooks:Triple Logic,Realistic Dilemmas and Alleviating Approaches

教科书价值发挥的大小、使用效果的优劣依赖教科书主体的不断理解、解释、表达与创造,这一过程本质上是对教科书的诠释。教科书的诠释遵循三重逻辑:知识逻辑是教科书诠释的基础与依托、价值逻辑是教科书诠释的立场与导向、教学逻辑是教科书诠释的进路与旨归。当前,教科书诠释存在一定的误区:“文本复原”和“无限扩展”式的诠释、“低级红、高级黑”式的诠释、“娱乐至死”“上纲上线”式的诠释。纾解教科书诠释的困境,要从忠实和创生取向转向相互调试,实现对教科书诠释的价值引领;从教师理解走向主体对话,促进教科书诠释主体间的视域融合;从文本解读走向话语分析,构建规范的教科书话语体系。

The value of textbooks and the effectiveness of their use depend on the continuous understanding,interpretation,expression and creation of textbook subjects,and these processes are essentially the interpretation of textbooks.The interpretation of textbooks follows a triple logic:the knowledge logic is the basis and reliance,the value logic is the position and guidance,the teaching logic is the way and purpose.At present,there are certain misunderstandings in the interpretation of textbooks,such as the interpretation with"text restoration"and"infinite expansion","low-level flattery and skillful sarcasm",or entertainment and exaggeration".To alleviate the dilemma of the interpretation of textbooks,it is necessary to shift from the text faithfulness to the meaning intergrowth for the realization of value leading of textbook interpretation,shift from the teachers’understanding to the dialogues between subjects for the integration of the subjects’scopes,shift from the text interpretation to discourse analysis for the establishment of the standardized system of the textbook discourse.