An Interpretation Of Teacher 's Course Comprehension Based On Hermeneutics

The relationship between the teacher and curriculum is one of the enduring topics in the field of education. The practice of curriculum idea and its expecting effects are largely dependent on teachers’understanding of the course. Teachers and curriculum as a partner, has not a relationship of binary opposition as subject and object but interacting one with interdependence and mutual understanding.Under the control of instrumental rationality, teachers’ understanding of curriculum mainly exist three problems. First, teachers’ curriculum consciousness is poor. The aim of teachers’ understanding of curriculum accurately teaches preset course knowledge to students; teacher outside the curriculum; teacher’s obligation is to recover course designer’s intentions, curriculum treated as authority and the truth. Second, teacher’s self-consciousness is obscured. In the process of teachers’ curriculum understanding, there are too much emphasis on course knowledge, leading to the lack of teachers themselves and students’ subjectivity. Finally, control, authority and discourse hegemony are suffused in the curriculum implementation process. The curriculum implementation process is putting the curriculum plan into practice. Based on the issues carrying out the study, the method of literature analysis and interpretation are main, survey, interview method and case analysis method are supplemented.Based on the very relation, this study form the perspective of hermeneutics, subverts the traditional course outlook. Course is no longer just predefined teaching content, but rather the open text teachers and students experience. Based on students’ experience and theirs teachers carry out the text in an individualized way. It should be noted that, teachers personalized interpretation for text is not a random and blind one, but a personalized treatment which is based on text itself as well as students’actual study for the course.American scholar in curriculum, Schwab argues that teachers, students, teaching materials and the environment are four elements consisting of the course. According to this view, then, teachers, in understanding the course should not simply be confined to the teaching material, at the same time pay attention to teachers and students themselves. Course text mainly refers to curriculum standard and teaching material, understanding course standard means understanding curriculum idea, curriculum goal and curriculum content. Teaching material is the concentration of curriculum idea and curriculum content, results, the embodiment of curriculum standard, has the closest relationship between teachers and students, is a microcosm of curriculum content, and is the bridge of communication in teachers and students. Therefore, teachers’ understanding of the teaching material is obviously the core in teaching activities. What teachers should keep in mind is that the core is more than one. The student is another object in teachers’understanding of curriculum in that students’ experience is rich and diverse. The world of textbook, the world of experience and the world of imagination constitute a complete world in students. The teacher needs to care about different world in students so as to effectively digest the course present a specific course for each student. The teacher, first of all, functions as a person, has a unique life experience and feeling, and has not the obligation of complying with the course text he reads, teachers also need understanding and attention. In understand the course text, teachers need to have clear self-consciousness and pay attention to their own life experience, and then reveal their own value. Four factors exert their influence on teachers’ understanding of curriculum:teachers themselves, students, curriculum and the present evaluation system.The ultimate goal of understanding curriculum is to ensure its smooth implantation. Practical hermeneutics tells us that understanding is not the final goal; the purpose of understanding is its application. The internal demands for teachers’ understanding of course is to make curriculum content correspond to each special education situation in a specific way, for the sake of achieving the desired course effects.The teacher is the key factor in curriculum implementation. The author states that, based on the perspective of hermeneutics, curriculum implementation mainly refers to the teacher’s practice of curriculum. Teacher’s curriculum implementation refers to the continuous conversation among teachers, students, curriculum planners, course text and the related practical situation, a process in reaching an agreement and generating meaning. The basic way of curriculum implementation is dialogue with its three prerequisites as prediction, equality and listening. Narration and questions are the two ways of dialogue. From the perspective of hermeneutics, in order to improve teachers’ ability of curriculum implementation, firstly, we should raise teacher’s awareness of understanding the course. Next, we need to cultivate teachers’ curriculum acumen, enhance their sensitivity in responding to curriculum situation. The priority also should be accorded to the reflection and mutual exchanges.