解释学视角下课程文本理解的边界

课程文本理解的边界是课程文本理解活动中各构成要素对课程文本理解的规范性约束,并使其有别于其他形式的文本理解活动。作为一种动态的规范性要求,具有鲜明的历史性与时代性。无边界约束下的课程文本理解活动容易出现理解秩序混乱、理解过程失真的失序现象。依据课程文本理解的实际境况,借助中外解释学理论,可以构建课程文本理解边界的要素分析模型,并基于此探究课程文本理解的边界。课程文本内容的官方性与思想的完整性构成了课程文本理解的文本边界;作者的意图和写作文本的时间间距构成了课程文本理解的作者边界;标准读者的属性和特定的理解旨趣构成了课程文本理解的读者边界;意义符合性原则和理解现实性原则构成了课程文本理解的规则边界。探寻课程文本理解的边界旨在澄明课程文本理解活动的发生机制,为课程文本意义寻觅一个合适的栖息地。

The Boundaries of Curriculum Text Understanding from the Perspective of Hermeneutics

The boundaries of curriculum text understanding indicate the normative restrictions imposed by its integral components,which make it different from other forms of text understanding.A dynamic norm,it has a historical and epochal nature.A curriculum text understanding without boundary restrictions can easily lead to a chaotic order of understanding and a distorted process of understanding.Based on the actual situation of curriculum text understanding and the hermeneutics at home and abroad,this study constructs an element analysis model for the boundaries of curriculum text understanding,and uses it to explore the boundaries of curriculum text understanding.The official content of the curriculum text and its complete thoughts constitute the textual boundary of curriculum text understanding;the authors’intentions and the intervals for the texts to be written are the authors’boundary of curriculum text understanding;standard readers’nature and the special purport of understanding are the readers’boundary;and the conformity to the meaning and the understanding of reality are the boundary of the rules for curriculum text understanding.The purpose of the probe into the boundaries of curriculum text understanding is to clarify the mechanism of curriculum text understanding,and seek a suitable residence for the meaning of the curriculum text.