语文阅读教学的文化价值研究
发布时间：2018-08-21 20:43
【摘要】：语文教学除了让学生掌握语言的知识和技能外,还存在一个文化育人的任务,正因为此,语文教学相对于其他学科来讲,问题要多得多。虽然理论界已经对语文课程的本质做了界定,即语文课程是工具性与人文性的统一,但如何在语文教学中实现人文教育功能,还是困惑广大语文教师的突出问题。阅读教学作为语文教育最主要的教学形式,担负着文化育人的重要使命,如何更好地完成这一任务,广大语文教育工作者为此做了大量而深入的研究,特别是对阅读教学模式和方法的探索,可谓全面而深入,这些研究对于完成阅读教学文化育人的任务,提高教学的整体效率,都起到了很好地推动作用。不过,我们也同时看到,阅读教学的问题依然不少,文化育人的问题也没有真正地得到解决,阅读教学中又产生了一些新的问题,如出现了泛化语文的现象,语文的边界变得模糊;教学过程的形式化问题,过多的使用教学工具,而忽视阅读本身;还有教学中的“反文本”现象,阅读教学脱离文本做无限的延伸。这些现象之间看似没有什么内在联系,实则暴露了阅读教学一个非常重要的问题,那就是阅读教学缺乏教学的价值判断。反思一下我们的阅读教学研究,大都是关于教学本质属性和规律方面的探索,而对于这方面的认识是属于科学研究的范畴,其研究结果属于科学理论。阅读教学是一种有关人的生存和发展意义的活动,而对人的生存和发展意义的认识是属于价值研究的范畴,其研究结果属于价值理论。因此,我们更应该从价值理论的视角来透视阅读教学,认清楚阅读教学中的价值有哪些,哪些属于阅读教学的核心价值,哪些是属于次要价值,阅读教学怎样更好地实现其核心价值等。阅读教学的重要任务是完成文化育人,从文化的视角研究阅读教学尤为必要,有学者已经在这方面做了较为深入地探索,如有关语文与文化的关系、语文教学的文化过程、文化解读的方法以及人之文化生成等方面的研究,这些研究极大地丰富了阅读教学的理论,同时也有力推动了阅读教学文化育人功能的落地实施。然而,我们也应该看到,文化是一个极其宽泛的概念,包括的内容丰富而庞杂,从文化视角研究阅读教学问题,还需要我们在前人研究成果的基础上作更进一步地探究。基于文化视野、从价值视角研究阅读教学,正是本文研究的出发点。以上也是本文选择研究阅读教学文化价值的缘由。基于这一研究的出发点,论文整体研究的思路和框架是这样梳理安排的:一是对文化价值做概念的辨析。“文化价值”作为本文的核心概念,必须对此作明确地辨析,才能在此基础上做深入地研究。一些学者从不同视角已经对“文化价值”做了相关研究,这些研究成果为本文做阅读教学方向的深入研究做了很好的理论铺垫,具有很好的借鉴意义,但由于研究者的出发点不同,他们对“文化价值”这一概念的定义也不尽相同。如何定义本文中“文化价值”的概念,笔者尝试着对“文化价值”这一概念做了拆解,“文化价值”是一个复合概念,既包含“文化”的内容,又有“价值”的内容,而“文化”和“价值”又都有着不同的定义,都包含着丰富的内容,对它们作拆分辨析,更能深入理解“文化价值”这一概念的核心意义。从“文化”方面来看,其定义也有数百种之多,笔者是把“人”与静态的“文化”结合起来,从“人”生存的视角来考察“文化”,“文化”不再是一个静态的名词,而是一个动态的实践过程:“文化”即以“文”“化”人,就是根据“文”的标准,对“人”产生影响,让“人”变成特定文化规范的人和理想的人,即“文化人”。从“价值”方面来看,研究者对“价值”概念的定义也不完全一致,存在着属性论、需求论、关系论、意义论等诸多不同观点,在众多对“价值”概念的认识中,笔者更偏向于意义论对“价值”的定义,因为意义论不仅看到了客体属性与主体需求在价值中的作用,而且阐述了它们之间的关系的实质,即客体属性对主体需求满足的意义。在意义论的基础上,笔者对“价值”的定义为:“所谓价值,是指一定的价值对象(客体)对人(主体)需要满足的意义,当这一对象满足了人的需求时,就会有积极的意义,我们说这一对象对人具有价值,反之,我们说这一对象对人不具有价值。”在界定了“文化”与“价值”的概念之后,我们对“文化价值”的定义也就更加清晰了,所谓文化价值,“就是指一定的价值对象(客体)对人(主体)在文化生成中的意义,当某一对象能够满足人对自身文化生成的需求时,我们说这一对象对人是有文化价值的,反之,则不具有文化价值。”二是对阅读教学本体价值的研究。阅读教学的价值是由阅读教学活动中的主体需求和客体属性共同决定的,阅读教学中有显性主体——学生,也有隐形主体——社会或团体以及其代表老师,他们对阅读教学的需求不尽相同。阅读教学活动中的客体——作品,其属性也不是单一的,有人文属性,也有工具属性,还有其他功利性属性。阅读教学主体需求的多元性和客体属性的多样性,决定了阅读教学的价值是多样的,从不同的价值需求出发就会有不同的阅读教学形式,但阅读教学的价值是有本体价值和附属价值之分的,本体价值是我们在教学活动中必须要追求并实现的价值,附属价值则属于从属价值,可以随着本体价值的实现同时实现,也可以在某些条件下被忽略,暂不予以实现。但如果不能区分什么是阅读教学的本体价值,什么是从属价值,甚至颠倒了它们之间的位置,那阅读教学就会失去其应有的方向,现在阅读教学中存在的很多问题就是因为价值取向的不清晰所致,误把附属价值当做了本体价值,导致了教学目标的偏离。阅读教学的本体价值是其文化价值,这是由阅读活动中学生的文化需求、作品的文化属性以及阅读活动本身的文化性决定的。学生作为阅读教学活动中真正的主体,他们对文化的需求是由其文化人的身份所决定的,从人类这一群体视角来看,人是文化的动物,文化伴随着人类的产生而产生;从个体的视角看,人自出生直至成长为一个较为成熟的文化个体,都是通过语言这一媒介,并从语言中不断获取文化营养一步一步成长起来的,而阅读教学,则是指向性更强的以文化育人为目的的语言活动。阅读教学活动中的一篇篇作品,都是民族精神文化的结晶,就汉语作品而言,最小的汉语构成单位汉字不仅是文化的载体,同时也是文化的产物,而汉语作品的语言形式背后所蕴涵的更是汉民族厚重的民族情感和民族精神,作品的文化性是其根本属性。就阅读活动本身来看,阅读的过程就是文化的传承与发展的过程,一方面学生通过阅读活动获取文化营养,建构起民族的文化心理结构,实现外在客体文化的主体化,民族文化得以传承;另一方面,学生通过自己的思考,不断地建构自己的个体文化,个体的文化人格得以生成,实现主体文化的客体化,不断推动民族文化向前发展。通过对阅读教学活动中学生主体需求、作品客体属性以及阅读过程的文化性的特点梳理,我们可以推论出阅读教学的本体价值就是文化价值。三是对阅读教学历史作文化价值取向的透视及反思。对阅读教学文化价值的研究,离不开对阅读教学历史中文化价值取向的经验与教训总结,在文化发展的不同时期,阅读教学在文化价值取向上表现出不同的特点,各时期存在明显的差异,但在一定的文化发展阶段,文化则表现出相对稳定的特点,阅读教学文化取向也会呈现出与之相应的特点。鉴于此,本文大胆地把文化发展历史做了三个阶段的划分,对阅读教学文化价值取向的透视,也是在三个阶段的基础上展开的。第一个阶段是中国传统文化的稳定发展期,这一阶段中国传统文化经历了诞生、繁盛到衰落的过程,每一个具体阶段虽然都各有特点,但总体上看中国传统文化在这一阶段整个文化体系较为稳定。这一时期的阅读教学表现出“文以载道”、“文道相合”的特点,即阅读教学能够完成文化育人的任务,同时阅读教学的过程又是传统文化得以传承的过程。从文化价值取向上看,这一时期的阅读教学存在一个突出的问题,那就是重社会文化的传承而轻个体文化的创新与发展,导致学生缺乏个性与创新精神,民族文化的发展也就缺乏内在的动力。第二阶段是民族传统文化的迷失期,由于自身的僵化和外来文化的强势入侵,中国传统文化失去了社会主流文化的地位,被西方科技文化取而代之。由于没有了传统文化这一内容与灵魂,这一时期的阅读教学表现出“文”与“道”的严重背离,价值取向呈现出显著的工具性特点,即语言教学的工具和思想政治教育的工具。这一阶段唯一的亮点,就是五四以后人文精神的觉醒,特别是“自我”被发现并逐步放大。第三阶段是当代民族文化的重建期,上世纪七十年代末,我国走上了艰难的民族文化的重建道路,当下的国学热更是国民对文化重建的一种强烈期盼。这一时期的阅读教学必须要明确一个问题,那就是阅读教学的过程一方面是文化育人的过程,同时更是一个文化建设的过程,因为它不像古代的阅读教学那样,有一个较为完整的文化体系,此时的阅读教学必须在对文化观念、文化规范等方面做完善的同时来组织教学,这一过程既是对当代民族文化的创建过程,同时又是培养当代的“文化人”育人过程。四是阅读教学文化价值的实现策略。研究如何在阅读教学中实现文化价值,可以从三个方面来进行,首先是从宏观的文化发展的角度考虑,从阅读教学的历史中汲取经验,认清当代文化重建时期对阅读教学的要求;其次是从微观的文化作品层面上考虑,汉语作品本身的形式特点也会对阅读教学提出应有的要求,具象性思维特征影响下的汉语作品形式,要求与之相契合的阅读方式;再次是从人的方面考虑,汉民族具象性思维方式,也要求阅读教学与之相契合的阅读方式。而体悟阅读正是实现阅读教学文化价值的最好方式,这既是对古代阅读教学经验的总结,同时又是体悟阅读与汉语作品、汉民族思维方式特点的高度一致性决定的。对应汉语作品层次性的特点的要求,体悟阅读从悟形、悟情和悟道三个层面展开,最终实现对现代“文化人”的完整建构。而从对“文化人”的育人过程来看,分为两个阶段,第一个阶段是对个体民族文化心理结构的建构,这一阶段由于个体还不成熟,还表现为共性的特点,体现为对民族文化的接受和传承;第二阶段是对个体文化人格的建构,这一时期个体已逐渐成熟,表现出越来越突出的个性特点,体现为对民族文化的创新与发展。
[Abstract]:Chinese teaching not only lets the student grasp the language knowledge and the skill, but also has a cultural education task, precisely because of this, the Chinese teaching compares with other disciplines, the question is much more. It is still a prominent problem confusing the majority of Chinese teachers to realize the function of humanistic education in learning. As the most important teaching form of Chinese education, reading teaching bears the important mission of cultural education. How to better accomplish this task, the majority of Chinese educators have done a lot of in-depth research, especially on the reading teaching mode. These studies have played a very good role in fulfilling the task of cultural education in reading teaching and improving the overall efficiency of teaching. However, we also see that there are still many problems in reading teaching, and the problems of cultural education have not been really solved. Some new problems have arisen, such as the phenomenon of generalized Chinese, the boundary of Chinese has become blurred; the formalization of the teaching process, the excessive use of teaching tools, and the neglect of reading itself; and the phenomenon of "anti-text" in teaching, which makes the teaching of reading an infinite extension from the text. Reflections on our research on reading teaching are mostly about the exploration of the nature and laws of teaching, while the understanding of this aspect belongs to the category of scientific research, and the results of which belong to scientific theory. Reading teaching is a kind of activity concerning the meaning of human existence and development, and the understanding of the meaning of human existence and development belongs to the category of value research. The results of the study belong to value theory. Therefore, we should study reading teaching from the perspective of value theory, and make clear what the value of reading teaching is and which belongs to reading. The important task of reading teaching is to accomplish cultural education. It is particularly necessary to study reading teaching from the perspective of culture. Some scholars have done more in-depth exploration in this area, such as the relationship between language and culture, language teaching. The study of the cultural process of learning, the method of cultural interpretation, and the generation of human culture has greatly enriched the theory of reading teaching and has also greatly promoted the implementation of the educational function of reading teaching culture. Therefore, the study of reading teaching from the perspective of culture needs to be further explored on the basis of previous research results. Based on the cultural perspective, the study of reading teaching from the perspective of value is the starting point of this paper. The overall research ideas and framework of this paper are arranged as follows: First, the concept of cultural value is analyzed. As the core concept of this paper, "cultural value" must be clearly differentiated and analyzed in order to do in-depth research on this basis. Some scholars have done relevant research on "cultural value" from different perspectives. The results of this study provide a good theoretical foundation for the further study of the direction of reading teaching, and have a good reference significance. But because of the different starting points of the researchers, their definitions of the concept of "cultural value" are not the same. How to define the concept of "cultural value" in this paper, the author tries to "cultural value" this. A concept has been dismantled, and "cultural value" is a compound concept, which contains both the content of "culture" and the content of "value", while "culture" and "value" have different definitions, both of which contain rich contents. There are hundreds of definitions of "culture". The author combines "human" with static "culture" and examines "culture" from the perspective of "human" survival. Culture is no longer a static noun, but a dynamic process of practice: "culture" refers to "literary" and "cultural" people, that is, according to "literary". The standard of "value" has an influence on "human" and makes "human" become a person with specific cultural norms and an ideal person, that is, a "cultural person". On the basis of the theory of meaning, the author defines value as follows: "The so-called value refers to the meaning of a certain value object (object) to the human (subject) needs to be satisfied. When this object meets the human needs, it will have a positive meaning. We say that this object has value to human beings, on the contrary, we say that this object has no value to human beings." After defining the concepts of "culture" and "value" The definition of "cultural value" becomes clearer. The so-called cultural value means the meaning of certain value objects (objects) to human beings (subjects) in the process of cultural formation. When an object can meet the needs of human beings for the generation of their own culture, we say that this object is of cultural value to human beings, otherwise, it has no culture. The value of reading teaching is determined by both the subject demand and the object attribute in the reading teaching activities. There are significant subjects - students, also hidden subjects - society or groups and their representative teachers in the reading teaching. The object-work in reading teaching activities is not a single one, which has the attributes of humanities, tools and other utilitarian attributes. The value of reading teaching can be divided into noumenon value and subsidiary value. The noumenon value is the value that we must pursue and realize in teaching activities. The subsidiary value belongs to subordinate value. It can be realized simultaneously with the realization of noumenon value. It can also be neglected under certain conditions and will not be realized for the time being. Distinguishing what is the noumenon value, what is the subordinate value, or even reversing the position between them, then reading teaching will lose its due direction. Now there are many problems in reading teaching because of the unclear value orientation, mistake the subordinate value as the noumenon value, resulting in teaching objectives. The noumenon value of reading teaching is its cultural value, which is determined by the students'cultural needs, the cultural attributes of the works and the cultural nature of the reading activities. From the perspective of aspect, man is an animal of culture, and culture comes into being with the emergence of human beings; from the perspective of individual, man is born until he grows into a mature cultural individual, all through the medium of language, and constantly acquires cultural nourishment from the language, and the teaching of reading is more directional. Language activities for the purpose of educating people by culture. Every work in reading teaching activities is the crystallization of national spirit and culture. As far as Chinese works are concerned, the smallest Chinese constituent unit, Chinese characters, is not only the carrier of culture, but also the product of culture. The language form of Chinese works implies even more the rich people of the Han nationality. As far as reading activities are concerned, the process of reading is the process of cultural inheritance and development. On the one hand, students acquire cultural nutrition through reading activities, construct national cultural psychological structure, realize the subjectivity of external object culture, and inherit national culture. On the one hand, students constantly construct their own individual culture through their own thinking, so that individual cultural personality can be generated, the objectification of the main culture can be realized, and the development of national culture can be promoted. It is concluded that the noumenon value of reading teaching is cultural value. Thirdly, it is the perspective and Reflection on the cultural value orientation of reading teaching history. Upward show different characteristics, there are obvious differences in different periods, but in a certain stage of cultural development, culture shows relatively stable characteristics, reading teaching cultural orientation will also show corresponding characteristics. The first stage is a period of stable development of Chinese traditional culture, during which Chinese traditional culture has gone through the process of birth, prosperity and decline. Although each specific stage has its own characteristics, the overall Chinese traditional culture in this stage of the whole cultural system is comparative. In order to be stable, the reading teaching in this period shows the characteristics of "the text carries the Tao" and "the combination of the literature and the Tao". That is to say, the reading teaching can accomplish the task of educating people with culture, and the process of reading teaching is also the process of passing on the traditional culture. The second stage is the lost period of national traditional culture. Because of the rigidity of itself and the strong invasion of foreign culture, Chinese traditional culture has lost the mainstream culture of society. Without the content and soul of traditional culture, the reading teaching in this period shows a serious deviation from "literature" and "Tao", and the value orientation presents a significant instrumental feature, that is, language teaching tools and ideological and political education tools. The third stage is the reconstruction period of contemporary national culture. At the end of the 1970s, China embarked on the difficult road of rebuilding national culture. The current enthusiasm for Chinese culture is a strong national expectation for cultural reconstruction. It must be clear that the process of reading teaching, on the one hand, is a process of cultural education, but also a process of cultural construction, because it is not like ancient reading teaching, there is a more complete cultural system, at this time reading teaching must be on the cultural concept, cultural norms and other aspects of perfection at the same time. To organize teaching is not only the process of creating contemporary national culture, but also the process of Cultivating Contemporary "cultural people".
【学位授予单位】：山东师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G633.33
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本文编号：2196299
[Abstract]:Chinese teaching not only lets the student grasp the language knowledge and the skill, but also has a cultural education task, precisely because of this, the Chinese teaching compares with other disciplines, the question is much more. It is still a prominent problem confusing the majority of Chinese teachers to realize the function of humanistic education in learning. As the most important teaching form of Chinese education, reading teaching bears the important mission of cultural education. How to better accomplish this task, the majority of Chinese educators have done a lot of in-depth research, especially on the reading teaching mode. These studies have played a very good role in fulfilling the task of cultural education in reading teaching and improving the overall efficiency of teaching. However, we also see that there are still many problems in reading teaching, and the problems of cultural education have not been really solved. Some new problems have arisen, such as the phenomenon of generalized Chinese, the boundary of Chinese has become blurred; the formalization of the teaching process, the excessive use of teaching tools, and the neglect of reading itself; and the phenomenon of "anti-text" in teaching, which makes the teaching of reading an infinite extension from the text. Reflections on our research on reading teaching are mostly about the exploration of the nature and laws of teaching, while the understanding of this aspect belongs to the category of scientific research, and the results of which belong to scientific theory. Reading teaching is a kind of activity concerning the meaning of human existence and development, and the understanding of the meaning of human existence and development belongs to the category of value research. The results of the study belong to value theory. Therefore, we should study reading teaching from the perspective of value theory, and make clear what the value of reading teaching is and which belongs to reading. The important task of reading teaching is to accomplish cultural education. It is particularly necessary to study reading teaching from the perspective of culture. Some scholars have done more in-depth exploration in this area, such as the relationship between language and culture, language teaching. The study of the cultural process of learning, the method of cultural interpretation, and the generation of human culture has greatly enriched the theory of reading teaching and has also greatly promoted the implementation of the educational function of reading teaching culture. Therefore, the study of reading teaching from the perspective of culture needs to be further explored on the basis of previous research results. Based on the cultural perspective, the study of reading teaching from the perspective of value is the starting point of this paper. The overall research ideas and framework of this paper are arranged as follows: First, the concept of cultural value is analyzed. As the core concept of this paper, "cultural value" must be clearly differentiated and analyzed in order to do in-depth research on this basis. Some scholars have done relevant research on "cultural value" from different perspectives. The results of this study provide a good theoretical foundation for the further study of the direction of reading teaching, and have a good reference significance. But because of the different starting points of the researchers, their definitions of the concept of "cultural value" are not the same. How to define the concept of "cultural value" in this paper, the author tries to "cultural value" this. A concept has been dismantled, and "cultural value" is a compound concept, which contains both the content of "culture" and the content of "value", while "culture" and "value" have different definitions, both of which contain rich contents. There are hundreds of definitions of "culture". The author combines "human" with static "culture" and examines "culture" from the perspective of "human" survival. Culture is no longer a static noun, but a dynamic process of practice: "culture" refers to "literary" and "cultural" people, that is, according to "literary". The standard of "value" has an influence on "human" and makes "human" become a person with specific cultural norms and an ideal person, that is, a "cultural person". On the basis of the theory of meaning, the author defines value as follows: "The so-called value refers to the meaning of a certain value object (object) to the human (subject) needs to be satisfied. When this object meets the human needs, it will have a positive meaning. We say that this object has value to human beings, on the contrary, we say that this object has no value to human beings." After defining the concepts of "culture" and "value" The definition of "cultural value" becomes clearer. The so-called cultural value means the meaning of certain value objects (objects) to human beings (subjects) in the process of cultural formation. When an object can meet the needs of human beings for the generation of their own culture, we say that this object is of cultural value to human beings, otherwise, it has no culture. The value of reading teaching is determined by both the subject demand and the object attribute in the reading teaching activities. There are significant subjects - students, also hidden subjects - society or groups and their representative teachers in the reading teaching. The object-work in reading teaching activities is not a single one, which has the attributes of humanities, tools and other utilitarian attributes. The value of reading teaching can be divided into noumenon value and subsidiary value. The noumenon value is the value that we must pursue and realize in teaching activities. The subsidiary value belongs to subordinate value. It can be realized simultaneously with the realization of noumenon value. It can also be neglected under certain conditions and will not be realized for the time being. Distinguishing what is the noumenon value, what is the subordinate value, or even reversing the position between them, then reading teaching will lose its due direction. Now there are many problems in reading teaching because of the unclear value orientation, mistake the subordinate value as the noumenon value, resulting in teaching objectives. The noumenon value of reading teaching is its cultural value, which is determined by the students'cultural needs, the cultural attributes of the works and the cultural nature of the reading activities. From the perspective of aspect, man is an animal of culture, and culture comes into being with the emergence of human beings; from the perspective of individual, man is born until he grows into a mature cultural individual, all through the medium of language, and constantly acquires cultural nourishment from the language, and the teaching of reading is more directional. Language activities for the purpose of educating people by culture. Every work in reading teaching activities is the crystallization of national spirit and culture. As far as Chinese works are concerned, the smallest Chinese constituent unit, Chinese characters, is not only the carrier of culture, but also the product of culture. The language form of Chinese works implies even more the rich people of the Han nationality. As far as reading activities are concerned, the process of reading is the process of cultural inheritance and development. On the one hand, students acquire cultural nutrition through reading activities, construct national cultural psychological structure, realize the subjectivity of external object culture, and inherit national culture. On the one hand, students constantly construct their own individual culture through their own thinking, so that individual cultural personality can be generated, the objectification of the main culture can be realized, and the development of national culture can be promoted. It is concluded that the noumenon value of reading teaching is cultural value. Thirdly, it is the perspective and Reflection on the cultural value orientation of reading teaching history. Upward show different characteristics, there are obvious differences in different periods, but in a certain stage of cultural development, culture shows relatively stable characteristics, reading teaching cultural orientation will also show corresponding characteristics. The first stage is a period of stable development of Chinese traditional culture, during which Chinese traditional culture has gone through the process of birth, prosperity and decline. Although each specific stage has its own characteristics, the overall Chinese traditional culture in this stage of the whole cultural system is comparative. In order to be stable, the reading teaching in this period shows the characteristics of "the text carries the Tao" and "the combination of the literature and the Tao". That is to say, the reading teaching can accomplish the task of educating people with culture, and the process of reading teaching is also the process of passing on the traditional culture. The second stage is the lost period of national traditional culture. Because of the rigidity of itself and the strong invasion of foreign culture, Chinese traditional culture has lost the mainstream culture of society. Without the content and soul of traditional culture, the reading teaching in this period shows a serious deviation from "literature" and "Tao", and the value orientation presents a significant instrumental feature, that is, language teaching tools and ideological and political education tools. The third stage is the reconstruction period of contemporary national culture. At the end of the 1970s, China embarked on the difficult road of rebuilding national culture. The current enthusiasm for Chinese culture is a strong national expectation for cultural reconstruction. It must be clear that the process of reading teaching, on the one hand, is a process of cultural education, but also a process of cultural construction, because it is not like ancient reading teaching, there is a more complete cultural system, at this time reading teaching must be on the cultural concept, cultural norms and other aspects of perfection at the same time. To organize teaching is not only the process of creating contemporary national culture, but also the process of Cultivating Contemporary "cultural people".
【学位授予单位】：山东师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G633.33
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本文编号：2196299
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