| 调解与融合：伽达默尔解释学理论对教师教学的启示 |
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| 引用本文： | 杨明.调解与融合：伽达默尔解释学理论对教师教学的启示[J].中学教育,2011,8(1):67-69. |
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| 作者姓名： | 杨明 |
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| 作者单位： | 西南大学教育学院,重庆,400715 |
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| 摘 要： | 伽达默尔认为理解并不是重建而是调解。他强调,对于认知主体而言,其＂偏见＂在理解活动中是促发理解主体创造性的重要因素。这一观点对于当前教师教学的启示在于：教师对学生的＂偏见＂保持开放态度,在对话中发生视域交融,并实现对真理的揭示。
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| 关 键 词： | 调解与融合 伽达默尔 解释学 教师教学哲学 |
Mediation and Fusion: The Orientation of Teacher's Educational Philosophy Based on Philosophical Hermeneutical |
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| YANG Ming.Mediation and Fusion: The Orientation of Teacher's Educational Philosophy Based on Philosophical Hermeneutical[J].Basic Education,2011,8(1):67-69. |
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| Authors: | YANG Ming |
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| Institution: | YANG Ming(College of Education,Southwest University,Chongqing,400715) |
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| Abstract: | Gadamer＇s Philosophical hermeneutical focuses on under standing is not a reconstruction but the mediation.He acknowledged that the ＂prejudices＂ of the historical text by the cognitive subject that have a creative force in understanding.This view giv es teacher revelations in teaching that they should keep an open mind on students＇ ＂prejudices＂,and take the fusion of horizon during teaching and re veals the truth with students together. |
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| Keywords: | mediation and fusion hermeneutical educatio nal philosophy |
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