| 课堂实践中的课程理解与文本诠释 |
| |
| 引用本文： | 杨年丰,王作亮.课堂实践中的课程理解与文本诠释[J].徐州工程学院学报（社会科学版）,2011,26(4):85-88. |
| |
| 作者姓名： | 杨年丰 王作亮 |
| |
| 作者单位： | 徐州工程学院教育科学与技术学院,江苏徐州,221008 |
| |
| 基金项目： | 江苏省教育科学“十一五”规划课题“双导师全程指导:小教本科生实践智慧的一种培养模式研究” |
| |
| 摘 要： | 现代意义的课程整合了美学、历史、文化等方面的认知,教师课程理解的生成性与批判性在本质上体现了教与学的意义。对教科书文本及其之外的教学参考文本、教具、补充教材的诠释,起到了复制与传承文本的意义。在课堂实践中,教师是课程文本与学生的中介角色,课程的理解与文本的诠释是对知识和价值的探索、争论、传承,内在地包含着解放的方向,这既是教育的目的,也是教育的归宿。
|
| 关 键 词： | 课堂实践 课程 理解 文本 诠释 |
Understanding Classroom Practice：Curriculum and Text Interpretation |
| |
| YANG Nian-feng,WANG Zuo-liang.Understanding Classroom Practice：Curriculum and Text Interpretation[J].Journal of xuzhou Institute of Technology(Social Sciences Edition),2011,26(4):85-88. |
| |
| Authors: | YANG Nian-feng WANG Zuo-liang |
| |
| Institution: | (Education Science and Technology Institute,Xuzhou Institute of Technology,Xuzhou 221008,Jiangsu,China) |
| |
| Abstract: | Modern curriculum is the result of the integration of aesthetic,historical and cultural cognition.Intrinsically,the generative and critical nature of teachers＇ understanding of curriculum reflects the meaning of teaching and learning.Interpretation of textbook and reference book texts,teaching tools,and supplementary teaching materials plays the function of replicating the text.In classroom practice,teachers function as an intermediary between curriculum texts and students,and the understanding of curriculum and text interpretation is the exploration,dispute,inheritance about knowledge and value,which inherently contain the direction of liberation,i.e.the aim and destination of education. |
| |
| Keywords: | classroom practice curriculum understanding text interpretation |
| 本文献已被 CNKI 维普 万方数据 等数据库收录！ |
|
