【作者】 金业文；

【导师】 刘济良；

【作者基本信息】 河南大学 ， 教育学原理， 2010， 博士

【摘要】 现代性之于语文教育,远远不是已完成的谋划,不是一段死去的历史,而是依然在向未来伸展的不断变换面孔的现实性存在。它不仅是我们的宿命,而且也是对我们的挑战。站在21世纪,面对沧桑的历史和未定的未来,思考语文教育现代性,既是思考它的历史,也是思考它的现在,更是思考它的未来。1904年“癸卯学制”颁行,语文单独设科,从此走上了通往现代化的不归之路。一百多年来,现代性一直是我国语文教育基本的价值追求和基本的言说背景,现代性的核心价值也从不同维度书写了我国现代语文教育的历史谱系,使这门古老的学科获得了许多现代性的新质。但是,置身于现代化历史进程中的语文教育现代性同时又是一个问题性、冲突性的存在。在现代性转变过程中,中国与西方、传统与现代、功利与审美、自律与他律、“文”与“道”、工具理性与价值理性等等的对立与冲突一直缠绕着甚至拖延着语文教育现代化前进的步伐,直到今天它还远未进入成熟、自为的状态。在现代性受到口诛笔伐的今天,我们迫切需要反思:语文教育现代性的具体问题所在何处?根源在哪里?它的出路在何方?本论文主要围绕这三个问题依次作了回答。作为一个成绩与问题并存的混合体,百年语文教育既是一段需要盘点的历史,也是一个需要超越的对象。在穿越中走向更加完善的现代,这是历史和现实交付我们的重建使命。这种建构首先要寻求哲学基础的置换,实体论思维、工具论语言观和工具理性主义的禁锢始终是语文教育无法走出现代性困境的根源,将它们“连根拔起”,构筑新的基础,是我们别无他路的选择。在建构中,找回失落的“人”是我们的出发点和归宿,富有民族特色也是语文应有的身份标识,保持自觉的学科意识是语文不至于迷失“自我”的前提。也许克服现代语文教育的“摇摆病”,是重建语文教育现代性的当务之急,长远至今,功利与审美、理性与感性、语文与人文、现代与传统等等关系一直处于非此即彼、分离割裂的状态,造成了现代语文教育单向度发展的局面,终结这种状态需要保持它们之间“必要的张力”。我们所理解的重新建构,不是全盘否决和拒斥现代性的基本价值本身。现代性是一个进步和毁灭因素错杂的矛盾体。现代性给人们制造了种种磨难,但这些磨难未必不是人为将现代性的某一方面的价值绝对化的后果。功利、理性、“进步”等因素走向片面、走向独断、缺乏规约和导引,必然导致“现代”对主体的颠覆、对人性的漠视、对自然的掠夺、对传统的藐视。克服现代性危机,面向语文教育的未来,我们更赞成哈贝马斯式的“温和”态度,即语文教育现代性是一项未竟的事业,需要通过克服其缺陷来继续加以推进;语文教育现代性是一项尚未全面完成的设计,可以通过理性基础的置换等方式克服它的危机,它仍可以以崭新的姿态释放它的潜力。需要给出防止现代价值走向极端的制约因素,消解它们的霸权,从而使现代性自身归于和谐,这是我们重建语文教育现代性的基本纲领。当然,作为一种前瞻性的构想,本论文无法也无意于为语文教育现代性的未来勾画出一幅清晰的轮廓,提供一套强塞的话语,或一则一劳永逸的方案,因为它本来就是一个具体的历史的生成性或“流动性”存在,那种先于“存在”的本质主义思维恰好是我们所反对的。我们只想为母语教育走向更加完善奉献我们的思考,但愿它能为语文教育研究和实践“裨补缺漏,有所广益”。更多还原

【Abstract】 Modernity in Chinese language education, far from being a completed plan,is not a dead history, but still a real existence to extend to the future ,which is constantly changing its face. It is not only our destiny but also our challenge. In the 21st century, faced with the tortuous history and uncertain future,what we think about the modernity of Chinese language education, is to think of its history, its present,and even its future.In 1904, after“Kui-Mao Educational System”implemented, the Chinese language education set up alone , and from then on it embarked on a modernization path. For one hundred years, modernity has long been the basic value pursuit and historical background of Chinese language education, and the core values of modernity have written the history landscape of modern Chinese language education from different aspects, so that the older subjects received many of the new quality of modernity.However, in the historical process of modernization, the modernity of Chinese language education is also a existence with problems, conflicts and paradoxes.In the process of transformation to modern,the conflicts between China and the West, traditional and modern, utilitarian and aesthetic, autonomy and heteronomy,"Wen" and "Tao", instrumental rationality and value rationality and so on, have plagued and even delayed the advance of Chinese modern language education.what is more,until today it is far from a mature, self for the state.Presently,when the modernity is being criticized, we urgently need to reflect: where are the specific problems of the modern Chinese language education? What is the root caused questions? Where to go? This paper focus on these three questions and answers them in turn.As a result of contradictions and problems existing simultaneously, a hundred years of Chinese language education is a need to be reflected on its history, is also the object to be gone beyond. Reconstructing the more perfect modernity, is our mission that history and reality deliver us.This reconstruction should seek the replacement of philosophical basis, because the entity thinking and the instrumental rationality are the origin that we can not get out the plight of modernity.It is no alternative choice for us to build a new philosophical foundation. When reconstructing it,bringing back the lost "human" is our starting point and destination,and fulling of national characteristics is the identity of the Chinese language ,moreover,to maintain conscious awareness of language subject is premise which Chinese language do not lose the "self". Perhaps to overcome "swing" disease that often happened in the modern Chinese language education, is the top priority to reconstruct modernity of Chinese language education, since utilitarian and aesthetic, rational and emotional, modernity and tradition have been separated and fragmented state, resulting in fragmentation of modern Chinese language education.In order to end this state, we need to remain "essential tension" between them.The reconstruction what we understand is not to reject and totally negate the fundamental values of modernity. Modernity, which is a factor mixed with progress and destruction,have created all sorts of hardships to human beings, but that is not necessarily the results that some people absoluted a certain aspect of modern values.If utilitarian, rationality, "progress" and other factors lose of guidance, will inevitably lead "modern" to subver on the subject, disregard of human nature, exploitate nature, contempt the tradition. To overcome the crisis of modernity, for the future of language education, we also support the Habermas-style "moderate" approach, which is,Chinese language education modernity is a concept that is not yet fully completed,and needs to overcome its deficiencies to continue to be advanced.The modernity in Chinese language education is an unfinished design. We can overcome its crisis by means of replaceing its rational basis ,and then it can still release its potentiality.We need to give values which to prevent the modern extreme constraints, eliminate their hegemony, so that modernity itself attribute to harmony, which is our basic program to reconstruct the modernity of Chinese language education.Of course, as a forward-looking imagine, we can not and do not outline a clear program for the future of modern Chinese language education, or provide a strong cypriot words, or a program that is once and for all, because it is a specific historical formation or the "mobility" exists,and that essentialist thinking which is prior to "being" is exactly what we oppose. We just want to devote our thinkings to our Chinese language education for its bright future, and we also hope it can do good for prospective Chinese language education research and practice.更多还原