| 论教育诠释学的研究向度 |
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| 引用本文： | 陈振中.论教育诠释学的研究向度[J].西北师大学报,2004,41(5):76-81. |
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| 作者姓名： | 陈振中 |
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| 作者单位： | 广西师范大学教育科学学院 广西桂林541004 |
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| 摘 要： | 教育诠释学源于人文社会科学的诠释学 ,存在着几种研究向度 :强调严格传授知识的传统诠释学取向 ;强调师生主体诠释和理解的本体论意义上的哲学诠释学取向 ;注重反思批判的社会批判取向 ;走向极端和教育意义的不确定性的激进诠释学取向。它们在教育目的、课程观、师生观及方法观等方面看法不一 ,各有其合理的适用范围和局限性。
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| 关 键 词： | 教育诠释学 研究向度 传统诠释学 当代诠释学 |
| 文章编号： | 1001-9162(2004)05-0076-06 |
| 修稿时间： | 2004年5月9日 |
On Research Perspectives of Pedagogic Hermeneutics |
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| CHEN Zhen,zhong.On Research Perspectives of Pedagogic Hermeneutics[J].Journal of the Northwest Normal University(Social Sciences),2004,41(5):76-81. |
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| Authors: | CHEN Zhen zhong |
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| Abstract: | Pedagogic hermeneutics,based on the hermeneutics of the humanities,can be studied from the following perspectives:traditional hermeneutics that puts emphasis on strict teaching;philosophical hermeneutics which seeks for the understanding between teachers and students;critical hermeneutics that calls for critical and reflective interpretation;radical hermeneutics which aims at deconstructing the meanings of education.They differ in viewpoints about the purpose of education,curriculum,relationship between teachers and students,and research method,etc.These perspectives have their advantages and limitations. |
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| Keywords: | research perspectives pedagogic hermeneutics traditional hermeneutics contemporary hermeneutics |
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