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释义学作为一门边缘科学已有许多门类,但在教育领域尚缺乏系统的研究.释义学与教学的关系非常密切,因此,本文拟就教学释义学问题作一初步探索.世界上存在的所有事物和现象都是具有一定意义的.山川田野具有自然意义,语言文学具有社会意义,动作表情具有心理意义,遗传密码具有生物意义,市场行情具有经济意义.可见,没有意义的事物和现象世界上是根本不存在的.尽管“意义”有积极的、消极的、正面的和负面 的,但毕竟它是客观存在着的.人们彼此之间之所以能够沟通、理解,就是因为有“意义”的存在,可以说没有意义上的相互理解,便不会有人类社会.所谓理解就是意义上的理解.正因为“意义”有如此普遍的重要功能,在科学领域便相应地产生了一门学问——释义学.
There are many kinds of interpretation science as a kind of fringe science, but there is still no systematic research in the field of education.Understanding the relationship between interpretation and teaching is very close.Therefore, this article intends to make a tentative exploration of the problem of teaching interpretation.All the world’s existing Things and phenomena are of some significance. The field of mountains and rivers has its own natural meaning. The language and literature have social significance. The expressions of action have psychological meanings. The genetic code has the biological meaning and the market conditions are of economic significance. Therefore, there are no meaningful things and phenomena in the world Does not exist at all.Although “meaning” is positive, negative, positive and negative, after all, it is an objective reality.While people are able to communicate and understand each other, it is because they have “meaning” There can be no mutual understanding of the meaning, there will be no human society. The so-called understanding is the sense of understanding .Because the “meaning” has such a common and important function in the field of science accordingly produced a knowledge - Interpretation.