Understanding And Significance:A Philosophical Hermeneutic Research On Chinese Teaching

The discussion about the meaning of Chinese teaching is the core issue of the long-term debate in the academic world,and its theory and viewpoints are inconsistent.Thinking about the meaning of Chinese teaching is actually the questioning of the nature of Chinese teaching.The philosophical hermeneutics centers on understanding,profoundly explains the essential existence of human beings,and reveals the world of life and its meaning.Based on the combination of Chinese teaching theory and philosophical hermeneutics,this research pursues the meaning and essence of Chinese teaching,trying to reflect on Chinese teaching and look forward to some possibility of transcendence by interpreting and discussing the Chinese teaching objectives,Chinese teaching contents,Chinese teacher-student relationship,and Chinese teaching methods.This paper is divided into six parts:The first chapter mainly clarifies the origin and the significance of theresearch,the review status at home and abroad,its ideas and methods,the definitionsas well as some possible innovations.The second chapter illustrates the meaning of philosophical hermeneutics to Chinese teaching.The understanding and dialogues in philosophical hermeneutics theory provide a solid theoretical foundation for education research and provide an appropriate theoretical perspective for the interpretation of the nature of Chinese teaching.In particular,the two have the same bloodline in terms of text,pre-understanding,language and situation.The third chapter puts a value orientation on the goal of Chinese teaching in the perspective of philosophical hermeneutics,that is,the value of Chinese teaching lies in its significance.The philosophical hermeneutics of Chinese teaching objectives is mainly manifested in themeaning existence of speech life,the expansion of life meaning,the cultivation of aesthetic meaning,and the generation of cultural meaning.The main manifestations of the meaning loss in the practice of Chinese teaching are: the utilitarian pursuit of theknowledgeof Chinese teaching,the spiritual loss of the techniqueof Chinese teaching,the poetic fragmentation of the speechof Chinese teaching,and the spiritual imprisonment ofChinese teaching meaning.Therefore,it is necessary to highlight comprehension,embodying generativeity,grasping relationship,and attaching importance to lifein determining and achieving the goal of Chinese teaching.The fourth chapter discusses the interpretation of texts in Chinese teaching,that is,the interpretation ofChinese teaching meaning.The Chinese texts are interpreted from the perspective of the understanding cycle of the Chinese texts,the reflection of the former structure,the bias of rationality,and the fusion of the horizon.Examining the current Chinese teaching practice,it faces many dilemmas: the textual view of teachers and students,the distraction of the textual summoning structure of teachers and students,the one-sided textual understanding of teachers and students,and the excessive textual interpretation of teachers and students.Therefore,following the historical understanding,the contextuality,the respected autonomy and the emphasized creativity of textual understanding are the action choices that must be made in deconstructing the unity of textual understanding in Chinese teaching.The fifth chapter discusses the teacher-student dialogue in Chinese teaching,which is the way of expressing the meaning of Chinese teaching.As a kind of relationship dialogue,aiming at life's acceptance of life,Teacher-student dialogue in Chinese teaching is a game-oriented dialogue aiming at removing shadows and pursuing freedom,and a kind of reflective dialogue aiming at promoting teachers and students.Growing up andrealizing self-understanding,it is a kind of spiritual dialogue based on the transformation of the soul and the spiritual response.It aims to create meaning and achieve self-transcendence.In the current Chinese teaching,it is difficult for teachers and students to overcome the obstacles of dual opposition,which leads to the alienation of the dialogue between teachers and students.This alienation is mainly reflected in the one-dimensional teacher monologue,the suspension of the students' reasonable foresightand the division,the narrowing of the dialogue,as well as the separation of dialogue and spiritual construction.To bridge this relationship between teachers and students,we need to form a teacher-student dialogue community in Chinese teaching,to treat students' foresight reasonably,to introduce more dialogue contents,and to create a marginal field for teacher-student dialogues.The sixth chapter analyzes the experience in Chinese teaching methods,which is the process of realizing the meaning of Chinese teaching.Experience is the ontological pursuit of Chinese teaching methods.Its ontological characteristics are mainly manifested in: the practicality of speech experience,the expectation of aesthetic experience,and the uniqueness of life experience.The lack of experience in the practice of Chinese teaching is mainly reflected in the one's ownwords instead of the student's speech experience,to replace the student's aesthetic experience with the logical analysis,and replace the student's life experience with the discipline training.The simple use of explanations for language teaching will not only make the internal meaning of the language frustrated,but also the external language ability.Therefore,it is necessary to generate a verbal experience of self-enlightenment,to cultivate the aesthetic experience of cherishing the taste,and to enrich the life experience of knowing and doing.In summary,the process of philosophical hermeneutic interpretation of the objectives,contents,teacher-student relationships,methods and other elements of Chinese teaching is also the process of highlighting,interpretation,expression and realization of the meaning of Chinese teaching.