期刊论文

Understanding Logic of "Return Correspondence" and Its Realization in the Classroom——An interpretation based on Hermeneutics

中文

当代教育科学

1672-2221

2022

02

25-32

10.3969/j.issn.1672-2221.2022.02.005

2019年度全国教育科学“十三五”规划教育部重点课题“新时代全科师范生教研能力培养路径研究”（项目编号：DIA190405）的研究成果之一；

本校为其他机构

作为人的自我重塑活动,理解始终是课堂教学的基础和质量表征。已有研究缺乏诠释学一般理解逻辑和课堂本性的把握,难以彰显课堂理解的本质。长时段历史考察及逻辑分析表明,诠释学转向催生了理解的"回归对应"逻辑:理解即理解文本创生的世界,世界间遵循回归原理,世界内恪守对应法则。课堂中的"回归对应",意味着人类优秀文化作品是理解的对象,教师不是理解者,而是学生理解的引导者,发展学生理解力是课堂的终极目标。"回归对应"的课堂实践,要把学生理解力的培育植于理解活动之中,提升教师引导理解的能力,注重学生理解方法的教导。

As a self remodeling activity, understanding is always the basis and quality representation of instruction in the classroom. Existing researches is lack of the grasp of the general understanding logic of Hermeneutics and the characteristics of classroom, which is resulting in the failure of the essence of understanding in the classroom. The results of historical investigation and logical analysis show that the turn of hermeneutics has created the "return correspondence" logic of understanding: understanding is tantamount to understanding the th...