课程文本解读中的“一元”与“多元”

Monism and Pluralism in the Interpretation of Curriculum Text

随着“文本”意义的彰显和后现代思潮的推波助澜，课程与文本的组合焕发出新的生命力，随之而来的是课程文本解读的“多元”的呼声和景象。但是，从文本去解读课程同时也有着“一元” 的低音，它潜藏在课程文本解读当中，构成了课程文本解读的框限。’因此，在课程文本的解读中，需要 兼顾“课程”与“文本”的双重特性，处理好“一元”与“多元”的关系。

Driven by the highlighted multiple meaning of text and the emerging postmodernism， the combination of curriculum and text has created a new dynamic. Consequently， people call for a pluralistic interpretation of curriculum text. Nevertheless， interpretation of curriculum from the text involves some restrictions hidden in the monistic interpretation. Therefore ， interpretation of curriculum needs to take into consideration the duality of both curriculum and text in dealing with the ＂monistic＂ and ＂pluralistic＂ approaches.