是语文实践,语言实践,还是言语实践?
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摘要
语文是综合性与实践性课程,新颁布的《普通高中语文课程标准(2017年版)》对语文课程实践的表述出现了"语文实践""语言实践"以及与言语活动、言语经验相关的"言语实践"三种概念命名。形式逻辑视域的概念分析注重了语文课程实践的结构、构成要素及基本功能,却难以反映该概念构成要素与要素的矛盾运动特性。从语文教学的语境出发,根据辩证逻辑的认识,言语实践是语文课程实践的本体,是一种语境性的言意多重转换活动,是一种主体间性的对话交流活动,是一种诗意生成性的综合活动。
Language is a comprehensive and practical course. The newly-issued "2017 Edition of Standards for High School Chinese Curriculum" describes the practice of the course of Chinese Language as the concepts of Chinese practice, language practice and speech practice related to verbal activities and experience. The conceptual analysis of the formal logic focuses on the practical structure, components and basic functions of the Chinese curriculum, but fails to reflect the contradictory characteristics of these concepts and relevant elements. This study argues that the ontology of the Chinese language practice is a multiple contextual conversion of speech and meaning, inter-subjective dialogue, and an integral activity of poetic generation, from the perspective of contextual Chinese teaching and dialectical logic.
Language is a comprehensive and practical course. The newly-issued "2017 Edition of Standards for High School Chinese Curriculum" describes the practice of the course of Chinese Language as the concepts of Chinese practice, language practice and speech practice related to verbal activities and experience. The conceptual analysis of the formal logic focuses on the practical structure, components and basic functions of the Chinese curriculum, but fails to reflect the contradictory characteristics of these concepts and relevant elements. This study argues that the ontology of the Chinese language practice is a multiple contextual conversion of speech and meaning, inter-subjective dialogue, and an integral activity of poetic generation, from the perspective of contextual Chinese teaching and dialectical logic.
引文
[1]中华人民共和国教育部制定.普通高中语文课程标准(2017年版)[S].北京:人民教育出版社,2018:4.
[2]陆华山.言语实践——语文教学的自赎与新生[J].江苏教育研究,2010(10):30.
[3]桑新民.呼唤新世纪的教育哲学——人类自身生产探秘[M].北京:教育科学出版社,1993:51.
[4]郝文武.教育哲学[M].北京:人民教育出版社,2006:74.
[5]颜朝辉.社会科学理性的当代建构[M].北京:科学出版社,2013:182.
[6]卡希尔.人论[M].甘阳,译,人类文化哲学导引,上海:上海译文出版社,1997:58.
[7]石磊评注.庄子[M].上海:上海辞书出版社,2015:159.
[8]朱光潜.与美对话[M].北京:世界图书出版公司,2013:18-24.
[9]张宗正.理论修辞学:宏观视野下的大修辞学[M].北京:中国社会科学出版社,2004:230.
[10]冯铁山.启迪诗思涵养诗情——叶才生老师《诗歌的杯子》课堂实录与评析[J].语文教学通讯,2004(34):50-51.
[2]陆华山.言语实践——语文教学的自赎与新生[J].江苏教育研究,2010(10):30.
[3]桑新民.呼唤新世纪的教育哲学——人类自身生产探秘[M].北京:教育科学出版社,1993:51.
[4]郝文武.教育哲学[M].北京:人民教育出版社,2006:74.
[5]颜朝辉.社会科学理性的当代建构[M].北京:科学出版社,2013:182.
[6]卡希尔.人论[M].甘阳,译,人类文化哲学导引,上海:上海译文出版社,1997:58.
[7]石磊评注.庄子[M].上海:上海辞书出版社,2015:159.
[8]朱光潜.与美对话[M].北京:世界图书出版公司,2013:18-24.
[9]张宗正.理论修辞学:宏观视野下的大修辞学[M].北京:中国社会科学出版社,2004:230.
[10]冯铁山.启迪诗思涵养诗情——叶才生老师《诗歌的杯子》课堂实录与评析[J].语文教学通讯,2004(34):50-51.