【作者】 李本友；

【导师】 田慧生； 靳玉乐；

【作者基本信息】 西南大学 ， 课程与教学论， 2012， 博士

【摘要】 文本是精神客观物化的形态,阅读教学是以文本为载体的多元主体的对话。其历史性、时代性、不确定性和生成性诠释了阅读教学中教师、文本、学生三者之间的多元复杂关系,体现作者、师生与阅读教学中所呈现的隐性社会性主体之间冲突与交流,形成意义对话与生成的理解关系。语文课程标准明确指出,“阅读文学作品的过程,是发现和建构意义的过程”,应鼓励学生批判质疑精神,“尊重学生个人的见解”,应鼓励学生与教师、文本对话,提倡师生之间、生生之间、生本之间的“对话”和“交流”,要“逐步培养学生探究性阅读和创造性阅读的能力”,提倡多角度、有创意的阅读,利用阅读期待、阅读反思和阅读批判等环节,以保护学生的阅读积极性、创造性。阅读教学的本体意义及当前新课程背景下对阅读教学意义对话的基本要求,促使阅读教学中教师、文本与学生之间的精神相遇应确立一种合理的认识论框架,以在特定的关系场域中建构阅读教学的本真样态。哲学诠释学所确立的人与人、人与物、人与世界的理解与对话关系,客观意义上为阅读教学中出现的主客对立与分裂的理解与被理解现象的消除,提供了一种主体间视域融合的“双向理解”的方法论与逻辑起点,高度契合了阅读教学的本体认知,为当前认识阅读教学本体论及意义提供了一种思维方式与方法论意义上的路径。在我国长期的阅读教学文化中,阅读教学理解的现实存在偏离了阅读教学本体存在的指向,对文本的“唯一”理解束缚了教师与学生对文本理解的意义建构,也没有真正把握作者的“原意”,只将固定的知识点及知识结构,以及他人的分析作为理解的逻辑起点与归宿,把教材文本作为“圣经”予以“宣讲”这一习惯肆意蔓延。新课程背景下阅读教学对理解的关注也没有走向真正意义上的本体论理解观：“张扬”的个性体验使得教师与学生对文本的理解脱离了教育价值与作品精神价值的方向,天马行空的观点衍生出背离主体间对话的精神实质,产生了错位与混乱的意义世界。阅读教学对理解本真的扭曲根源在于我们没有从根本上摆脱阅读教学中二元对立的思维方式,语文教学工具理性与价值理性的格格不入以及传统文化中对权威观点及神秘文字的敬畏,制约着阅读教学文本的根本价值观的生成。现实存在的阅读教学理解,背离了哲学诠释学关于文本与理解的关系,有必要树立“以人为本”的阅读教学价值观,基于文本的理解多元,并对产生的多元意义予以理性指导,在不断接近阅读教学本体论的基础上拓展意义的生成与规范。阅读教学中文本与理解危机的出现究其根本原因在于没有确立起阅读教学的本真认识框架,没有对其本体论实质及特性进行深入诠释。哲学诠释学为其提供了一种认识论框架,成为认知其本体的一种理论和现实选择,在明确其内在特质基础上准确把握阅读教学的本来面目与存在形式。由此,我们试图透过哲学诠释学的学理探讨,明晰阅读教学的本质,复归阅读教学的起点,进而化解阅读教学的现实危机。视域融合的理解本质,不仅作为哲学诠释学认识阅读教学本质的一种方法,更作为一种观念指导我们对于阅读教学的解构与建构,理析出作为视域融合意义上的阅读教学内涵、特征与价值表达。阅读教学体现了一种多元的视域,其过程与结果展示了不同视域之间的融合,如师本、师师、生本、生生与师生视域融合等。多元视域融合的实现过程首先体现为一种新型的师生关系,在平等对话中实现师生的不断理解、不断融合的过程,进而形成一种新的自觉意义。新意义的自觉构建,体现了一种关系性,是相互之间不断包容与融合的复杂网络体系,这也表明了阅读教学的视域融合需要创建一种关系性教学场域。作为承担知识创新的教师,不仅需要对阅读教学文本本身的理解,更需要在理解自身与理解教授对象的基础上对文本进行加工,实现特有的教育目的与教学价值,这也意味着教师文本理解是一种阐释性理解。这一理解方式以语文教材及相关资源为载体,增长学生语文知识、培养学生语文能力与提高学生语文素养为目的,同时也体现了强烈的目的指向性、价值重构性与资源多样性等特征。然而,现实的语文阅读教学往往将“优秀”教参作为实践的蓝本,缺乏对文本本身及衍生文本的意义建构,这不仅源于“原旨主义”的教学观对文本的“顶礼膜拜”,进而对“客观”、“普遍”、“价值中立”的知识情有独钟,以“放之四海而皆准”的“考点标准”为教学标准,而且也说明了当前教师知能结构发展的封闭状态。教师学习时间的外部挤占、学习内容的专业“排斥”、学习资源的资本缺失、反思意识的丢失以及教研能力建设的功利取向等均导致了阅读教学教师理解的“越轨”。教师对阅读文本的阐释性理解首先应确立阅读文本理解的向度,将语言意义、形象意义及文学文本意境意蕴等的理解作为阅读文本理解的知识之维,将文本内部和外部意义作为阅读文本理解的结构之维,将文本认知意义、情感意义与审美意义的理解作为阅读文本理解的意义之维。只有这样,教师对阅读教学文本的理解才能形成预设与生成相结合的教学智慧,才能植根于教师的生活史不断促进其专业智能结构的持续性创建。学生理解阅读教学文本的过程是以语言为中介的,这种语言不仅体现了一种书面语言的形式,更体现了一种内部语言程序的精神价值,是学生对文本给定的语言进行翻译与整体认知的结果。学生理解阅读教学文本是体验性理解的过程,透过对对象性文本的点线面的理解,走向更深层次意义上的理解。从哲学诠释学角度来说,学生体验性理解文本确立了“前理解”为基础的精神相遇历程,表现出体验中的“解释学循环”过程,并不断创生新的意义。当前阅读教学中,学生的文本理解遭遇了阅读教学价值工具理性的过度规限,其“自我理解”的意义创生受到制约,应试教育的文化与社会土壤也不断限制着学生理解的知识基础。因而,学生文本理解的本体存在与现实遭遇有必要在扩充学生知识储备和阅读修养的基础上建构更为丰富的意义,扩充学生的前见,形成新的意义体系。在充分认识文本意义空自与意义未定性价值的基础上,运用“召唤结构”阐释文本意义与丰富文本内涵。以质疑的方法论为取向,正确认识“时间间距”的本真意义,抛弃原有的一切“假象”和“偏见”,从“心”体悟作者,重建“自我理解”。师生与文本之间是一种网络性、互存性的关系,不因师生之间的目的性不同、视角和思维过程的差异而表现出观点和思想的不可调和,而是关系互动下的理解共生。教师与学生之间、学生与学生之间、师生与文本之间、师生与社会之间、甚至由此延伸到师生与作者之间、师生与编者之间的互利共存、理解共生、协同发展归根结底表现为师生文本互读。这种开放的互动关系不仅体现了观点和思想的多元与交锋,更体现了相互理解基础上的意义重构,是多元表达基础上的意义自觉。要实现这种开放的师生互动关系及其价值表达,就要确立平等交往的师生互读关系。师生文本互读理解共生的互利动因、自组织特性的共生理解动力与情境沟通的理解平台等现实条件,促使师生通过自主体验、充实前见、反思误读与自我理解等方式实现师生文本互读的意义共生实现。更多还原

【Abstract】 Based on the texts as carrier, reading instruction is the materialized form of spirit.Its historicity, epochal character, uncertainty and generativeness interpreted the complicated relationship among teachers, texts and students in reading instruction, and also reflected the view conflect among authors, teachers and students, and some reccesive subjects in reading instruction, to form a understanding relationship between meaningly diaologue and generation.Chinese Language Curriculum Standards have clearly pointed out:the process of reading literature works is to find ans construct meaningness.It’s recommended to encourage students’critical and query spirit, to respect students’own view, and encourage the dialogue and communication between students and teachers on texts.And what is need is to train up students’ability of inquiried reading and creative reading, and advocate multi-angled and creative reading to protect students’motivation and creation using reading expectation, reading reflection and critique.The ontological meaning of reading instruction and the basic demand for reading instruction under the background of New Curriculum both make a rational epistemological framework for the spiritual meeting among teachers, students and text in reading instruction to construct its real state in the special relation field.The understanding and dialogue relation of person with person, person with substance, person with world established by philosophical hermeneutics, in objective sense providing a vision-merged intersubjective methodology and logical beginning——mutual understanding, which highly conforms to ontological cognitiveness of reading instruction and provide a kind of thinking mode and way in the meaning of methodogy to recognize the ontology and significance of reading instruction.During a long-term, the understanding of reading instruction differed from its origin.The sole understanding of text restrainted teachers and students from understanding the constructed meaning of text, and which only had the fixed knowledge and knowledge structure as the logical beginning and destination for understanding, regarding text as bible, and neither got the author’s intention.Under the background of New Curriculum, understanding of reading instruction has not walked to the real ontological understanding orientation.The Show personality experience made the understanding of text of teachers and students detached away from works’educational value and spiritual value, and fanciful views detached the spitual nature of intersubjective diologue, generated a chaos meaning world.The origin of which lies on we have not get rid of the binary thinking way.The incompatibility between instrumental rationality and value rationality in Chinese language instruction, along with awe of authoritative view and mysterious text in traditional culture restrict the fundamental value-oritention of reading instruction text.The detachment of understanding of reading instruction in reality existence and ontological existence highlights Philosophical Hermeneutics’ understanding and relationship on text and value.lt is necessary to set up people-oriented value of reading instruction, that is, based on varified understanding to text, with various meaning guided, to expand their generation and specification while coming near to its nature.The text and understanding of reading instruction came into risk, the essential cause lies on there is no a cognitive framework of reading instruction nature and no deeper explanation on its nature and characteristic.Philosophical Hermeneutics provides an epistemological framework for it, which becomes a choice to know its ontology both theretical and practical, then people can exactly grasp the original look and existence form based on clarifying its intrinsic feature.So it’s the right way to have a theoretical discussion by Philosophical Hermeneutics to clarify the essence of reading instruction, and define its starting point.As confusion of visions, understanding is not only a way to recognize the essence of reading instruction, but also a concept to instruct us destructing and constructing reading instruction, based on which we can find out its connotation, feature and value expression under the meaning of visions confusion.Reading instruction reflects a multi-vision, in which its process and result showed the confusion between different visions, such as teacher-text, teacher-teacher, students-student and teacher-student. Its realization process firstly relfect a kind of new relationship between teachers and students, which is a mutual understanding process in the confusion of their visions, then a new conscious meaning formed, that reflects a complicated network relationship of mutual inclusive and merged constantly.This also proved that a relational field needs to construct for the visions confusion of reading instruction.As a knowledge creator, teachers should understand text itself, and also themselves and students as the premise of text-processing to achieve specific teaching aims and values, this also implys teachers’text understanding an expanatory one, which takes language textbook and related resources as knowledge increasing carrier for students to cultivate their language and literature ability and quality, show strongly directional, value-reconstructianal and resoures-diversified.However, in practice the excellent text always taken as practical example in reading instruction, lack of meaning construction to text itself and its derivatives.This derived from the teaching concept of fundermentalism which takes text as holly bible, with prefercation of obiective, general and value-neutral knowledge, taking a general examination standard as teaching standard as well as the closed state of teachers knowledge and ability structure whose learning time were occupied by trivias, contents were excluded by profession, resources were lacked, reflection conscousness was missing and teaching research ability’utilitarian orientation together caused misunderstanding of reading instruction.Teachers should set a dimension for understanding text firstly to make the understanding of language meaning, image meaning and literature meaning as knowledge dimension, the internal and extral meaning as structure dimension, the recognitive meaning, emotional meaning and aesthetic meaning as meaning dimension.Only in this way, teachers’understaning of reading text can become teaching wisdom with combination of preset and generation, and make their professional knowledge structure creating constantly based on their life.Language is the bridge for students in the process of understanding text, which is the result of translation and recognition to text by students.This kind of language is not only a written language, but implys spiritual value of internal language process.Students’understanding of teaching text shows experimental characteristics, walking into a deeper understanding through understanding pieces to the whole text, then formed a spiritual meeting process based on pre-understanding, which implied a course of Hermeneutic cycle in experience and create new meanings constantly.In present reading instruction, studens’text understanding is over regulated by its instrumental rational value, which restricts meaning creating of self-understanding.Examination-orientation education restrains students’knowledge base of understanding though students closed group culture also hides their own meaning understanding.The ontology existence and practical situation of students’understaning of text make it necessary to expand their knowledge and promote their reading capacity and to get more meaning, surpass their have-known, form new meaningful system based on it.As well as completely recognizing the blank meaning and unclear value of literature works to explain and richen text meaning using those calling structure.And we also need take a questioned methodogy to correctly recognize the original meaning of time interval discarding all illusion and prejudice to feel author’s feeling when they created the work with a blank mind, to restore authors’original intention and reconstruct objective thoughts.The complex relationship between teachers, students and text is not a kind of simple existence, which is a kind of co-existed understanding under interactive relations including teachers with students, students with students, teachers and students with text, teachers and students withsociety and even with authors, editors, such relations are co-existing, co-understanding, co-developing, and they are not irreconcilable due to differences of the purpose, vision and thinking process between teachers and students.Such open interactive relationship is a kind of consciousness of meaning based on diversed expressin, which not only reflected diversity and conflict of views and thoughts, but also implied meaning reconstruction based on interactive understanding.lt is necessary to establish such conditions as a co-understanding base for teachers and students reading text together with equal exchange, mutual benefit motives for their co-understanding with reading text, co-understanding power of self-orgnization and understanding platform of situation communication, and then make it come true through self-experience, enrich the known, reflecting misreading and self-understanding.更多还原