| What instruction means is an old topic but often endowed with fresh ideas.In 1930s, Soviet pedagogy scholars, represented by .A.Ka po , put forward their own viewpoint based on Marxist-Leninism epistemology: Instruction is a kind of special cognitive activity. With this start point, they constructed a relatively complete system of instruction theory step by step, that is a po system of instruction theory. Admittedly, this system is relatively mature in respect of knowledge learning, with which it is advisable. However, there existed a series of unconquerable problems within it, that is a po -problem; whose core is the conflict between one-dimensional development of human cognitive capacity and desirability of all-round development of personality, whose essence is the problem of the relationship of fact-value, i. e: Fact description, instruction is a kind of special cognitive activity, arrogates value judgment, instruction should cultivate student with all-round development of personality, to itself.Hermeneutics, as a vital discipline, can be regarded as a new perspective or a new way of thinking to deal with a poB-problem. Insight based on hermeneutics is creative to examine instruction, due to its focus on activeness, becoming and wholeness of human, and on living life. As a way of thinking, hermeneutics is practical and human-oriented, in a style of facing the existence of oneself. When one imagines instruction with hermeneutics, instruction is the process of meaning-making, is presence and encounter, and is the mode of being-in-the-world; the value of instruction lies in not only knowing yourself, but transforming oneself. The colorfulness and diversity of instructional significance make all-round development of personality possible.In hermeneutics, exploration of the concept of understanding shows very clearly the instructional implication of understanding, i. e. the field of instruction is that of understanding. Generally speaking, instruction is the self-conscious pursuit of understanding; in the ultimate sense, instruction equals ?understanding. They together construct the basic viewpoint of instructional understanding.The Marxist practical hermeneutics provides us with not only theoretical direction for recognizing the relationship between instructional understanding and instructional practice, but also a key, for instructional understanding, to correctly resolving theoretical problem and construct theoretical framework.Firstly, instructional practice is the unfolding of instruction subjects'. actual life, and instructional understanding is the realization of instruction subjects' spiritual life, which are unitedeach other in practice. This internal unity determines when the instructional subject understands instructional significance, one must direct to self-understanding and self-transcending. Instructional practice is the ontological precondition of instructional understanding, because it stipulates the rational-foundation for why significance is itself and why exists. Therefore, it correctly resolves the problem such as in which instructional significance lies.Secondly, instructional understanding manifests itself of the interaction among knowledge-oriented, practice-oriented and emancipation-oriented understanding, between self-understanding of instructional subject and understanding instructional objects, between individual understanding and collective understanding. In which instructional significance is constructed, multiplied and expanded, which forcefully promotes the unsealing of life meaning of teacher and student and makes the realization of completeness, richness and liberation of human nature possible. Thereby, this can deals with the problem such as how instructional significance disclosed.Lastly, recognizing instruction on the basis of practical hermeneutics means recognizing instructional existence in the light of practice and subject, hence instructional understanding has its new connotation, i.e. it is neither a value-free object nor a pure subjective per... |
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