| 西方哲学的“语言游戏”及对教学的意义 |
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| 引用本文： | 冯季林. 西方哲学的“语言游戏”及对教学的意义[J]. 深圳职业技术学院学报, 2008, 7(3): 93-96 |
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| 作者姓名： | 冯季林 |
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| 作者单位： | 广西师范大学教科院,广西,桂林,541004 |
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| 摘 要： | 20世纪的西方哲学出现了“语言学转向”。维特根斯坦的“意义即使用和家族相似性”、加德默尔的“主客统一和语言的对话性”、利奥塔的“科学知识游戏和合法化”、德里达的“解释即游戏”，是西方哲学的“语言游戏”的主要代表。西方哲学的“语言游戏”有重要的意义，它启示我们可以换一种方式思考教学：让教学以游戏的方式存在，使教学成为对话的游戏。
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| 关 键 词： | 语言 游戏 语言游戏 教学 |
Language Games in Western Philosophy and Its Influence on Teaching |
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| FENG Jilin. Language Games in Western Philosophy and Its Influence on Teaching[J]. Journal of Shenzhen Polytechnic, 2008, 7(3): 93-96 |
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| Authors: | FENG Jilin |
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| Affiliation: | FENG Jilin ( School of Education Science, Guangxi Normal University, Guilin 541004, China ) |
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| Abstract: | The 20th century witnessed the linguistic turn in western philosophy characterized by Wittgenstein＇s meaning being usage and family resemblance, Gadamer＇s unification of subjective and objective and dialogue of language, Lyotard＇s games of science and legalization, and Derrida＇s explanation being a game, all of which are the main representatives of the thought of language game, which offers a new perspective on teaching in that teaching can be a game of dialogue. |
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| Keywords: | language game language games teaching |
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