The Paradigm Turning Trend Study Of Curriculum Text Comprehension

The school education and instruction is based on the curriculum text.It is also an important carrier for education.Not only the educational ideas,but also the concepts,the goals and the requirements of talents cultivation are all concentrated in the curriculum text.Curriculum text,in a sense,is the implementation of national governance and the embodiment of national will.Since entering the new era,the CPC and the state government have been paid more attention to the value of the curriculum text and pursued using the curriculum text to lay the background of China for students.The China Education Modernization 2035,which is issued by the Central Committee of the Communist Party of China and the State Council in February,2019,emphasized “to improve the national textbook system,to focus on overall planning,to integrate and classify,to guide and improve the preparation,revision,review,selection and withdrawal of teaching materials”.All of these reflections are the important status and value of the curriculum text.As the material carrier in the teaching activities,the curriculum text plays an important role in transmitting scientific and cultural knowledge and promoting the mainstream values of the society.In other words,it means that the cultivation of youth and national future depend on the kinds of curriculum texts.As a complex comprehension activity,the curriculum text comprehension activity matters both the efficacy of the curriculum text and the development of the individual student.How to coordinate the relationship between text value and individual development better in the process of curriculum text comprehension? Does the curriculum text comprehension activity have the same paradigm during a certain period of history and what is its specific form of expression? How does the paradigm of curriculum text comprehension evolve with history? This is about the research of turning trend of curriculum text comprehension paradigm.This study takes the paradigm turning trend of curriculum text comprehension as the research question and uses literature method,case analysis method and other research methods.After sorting out the relevant literature,this thesis makes sure the progress of text comprehension research and thus clarifies the meaning of curriculum text,comprehension and comprehension paradigm.Based on the developing history of the curriculum text comprehension activities and the evolutionary history of hermeneutics about the research of comprehension and combining with specific teaching cases,this thesis analyzes and researches the questions about curriculum text paradigm.The first chapter elaborates the attribute and comprehension composition of the curriculum text.From the point of view of the attributes of the curriculum text,as a special form of text,it contains both the author's intention and the national will.The curriculum text comprehension is a process,during which the comprehension subjects,teacher and student,follow certain rules of comprehension and thus obtain the meaning of the curriculum text to promote its own development under certain guidance of the purpose of comprehension.As for the composition of the curriculum text comprehension,the curriculum text comprehension activity is influenced and constrained by the comprehension subjects,the comprehension objects,the comprehension purports and the comprehension rules.The second chapter analyzes the historical paradigm of curriculum text comprehension.In a certain period of time,teachers and students' comprehension of the curriculum text follows certain requirements of the time and rules of comprehension,and reaches a relatively stable comprehension consensus.However,with the migration of educational purposes,educational significance,educational concepts in the school education field as era changes,the curriculum text comprehension paradigm has evolved.Based on the comprehensive study of the history of school education and the evolution of curriculum text comprehension,it is not difficult to find that the curriculum text comprehension activity has generally experienced the text restoration paradigm and the over-interpretation paradigm.And combining with specific teaching cases,this paper analyzes the specific forms and weaknesses of text restoration paradigm and overinterpretation paradigm respectively.The third chapter explores the practical trend of the curriculum text comprehension paradigm.Through the above study of weaknesses of text recovery paradigm and the over-interpretation paradigm and combining with the developing history of education and hermeneutics,from the point view of the era of classroom teaching and the reference of textual paradigm turning and the practical enlightenment of practical hermeneutics,this paper illustrates the practical turning trend of the text comprehension paradigm.The fourth chapter clarifies the practical comprehension paradigm of the curriculum text.Through the point view of historical paradigm and turning need of curriculum text comprehension and combining with the specific teaching cases,the practical comprehension paradigm of curriculum text comprehension is discussed from three levels: value pursuit,judgment standard and achieving path.